Sources and Forms of Entertainment and Their Impact on Society Essay

In Life the Movie: How Entertainment Conquered Reality, Neal Gabler describes entertainment as having no moral, physical, or mental benefits to the success of society other than bringing temporary happiness. Through forms of entertainment, especially ones created in the last century, this viewpoint is strongly evident. However many forms of entertainment stimulate and progress society. Entertainment brings a greater feeling of happiness and relaxation to individuals of society thus having a positive effect. However the source and form of entertainment chosen to fulfill happiness and relaxation in most instances, determines the positive or negative effect on society. Physical activities create possible the largest source of entertainment for society. From Ice climbing to soccer matches all entertainment of this form has a positive effect on society. From a scientific viewpoint physical activity brings more flow of blood to the brain, thus supplying it with the maximum amount of nutrie nts and oxygen needed for brains growth and health. This process of extra blood flow creates an outstanding separation between student athletes’ and regular students’ high school GPAs. In most schools student athletes average GPAs average almost a full grade point higher than other students’ average. Though, this is not the only advantage to this source of entertainment. Entertainment such as this builds personal characteristics, characteristics such as teamwork, perseverance, effort, and even leadership. From my personal experiences in soccer I have learned how to become a leader while still doing my part on the field, qualities that can help me and any groups I work with in the future. Varies forms of storytelling have been a source for entertainment for as long as human populations have been able to communicate with each other. Sources of entertainment such as fireside stories, performances, and reading are just some examples of this form of entertainment. However, in the past few decades, new technologies especially the television have altered the art of storytelling to mindless, visual and emotional appeal. Before television this form of visual and imaginative entertainment, would usually include life lessons about morals and history or even provide guidance for one’s life. With television being the most common source of entertainment it holds a huge part on the  influences on the people of society today. However shows such as Fear Factor and real world have no positive effect on society. These types of shows have no lessons to be learned and force no physical or mental exercise of the viewer. Entertainment keeps society driving and pushing further. Not only can it offer happiness and a better state of mind, but it can also offer learning opportunities to society. However, source and form of entertainment determines the positive or negative effects of its use. With technology growing at exponential rates concerns arise because of the correlated increases in negative impact entertainment. The idea being, the more we really on technology for everyday tasks, the less capable we become of being a positive part of society. Entertainment needs to stimulate both the mental and physical capabilities of society, it shouldn’t only bring happiness and visual appeals otherwise we will live in a world much like the one in Mikes Judge’s film Idiocracy.

2012 Olympics Article Analyses Essay

Picture, title and sub-title: The headline is reversed-out of a colour picture of villagers apparently transporting straw bales in preparation for the eccentric â€Å"Olimpick† games celebrated in the Cotswold village of Chipping Campden. The use of the term â€Å"Olimpicks† would appear to be a deliberate archaisms – as it seems highly unlikely the Cotswold games were actually ever thus known. The strap byline attributes the story to a Mail staff reporter: â€Å"John Carter visits the village with its own eccentric games†. Fact & Opinion: It is a fact that the second paragraph points to the origins of the Cotswold games in the early 17th Century – thus anticipating â€Å"Baron de Coubertin’s Olympic revival by 284 years†. Allegedly, the Cotswold games were started as a Whitsun celebration in 1612 by Robert Dover. The games consisted of quirky rustic pursuits like cock-fighting, coursing and shin-kicking! See more:  Capital budgeting essay These two-day games ran annually for â€Å"250 years† before they were abandoned â€Å"owing to the disorderly mobs which used to attend. The Cotswold games were revived in â€Å"1951 for the Festival of Britain† and continue to this day. The Cotswold Olimpicks are staged at Dover’s Hill in the parish of Weston Sub Edge – close to Chipping Campden. Dover’s Hill is described as a natural amphitheatre. Analysing words and phrases: The writer makes deliberate use of the phrase â€Å"on tenterhooks† to evoke the anxiety of the London bid team, headed by Lord Sebastian Coe – suggesting the term actually originated in the same Cotswold area. The idiom â€Å"on tenterhooks† is thus taken to mean anxious, uneasy – like the fabric stretched taut. Presumably, the reader is supposed to contrast the rustic, charming simplicity and eccentricity of the Cotswold games with the immensely slick corporate Olympic bidding venture. The description of the shin-kicking competition is described as taking place on the first Friday after Whitsuntide – where a participant wearing hobnailed boots kicks the straw-padded shins of his opposition – in a demonstration sport. The writer makes a final contrast in the final paragraph – suggesting hat â€Å"unlike the modern international Games† the Cotswold Olimpicks have never been subject to bribery and corruption. This possibly hints at the Daily Mail’s editorial stance; which was then sniffily agnostic towards the London bid on the grounds that the choice of host city was believed to be a corrupt, nepotistic and hugely expensive process. Nevertheless, the writer then concludes with a humorous aside that a farmer once had to be bribed with a bottle of whisky to remove his sheep from the Cotswold arena! Overall, this feature article shows an affectionate longing for the quirky, amateuristic eccentricity of English rural life and gently contrasts it with the glossy, expensive corporate bidding that comprises the modern Olympic bidding process. The language is largely complex, anachronistic and sprinkled with archaic terms and historical reference. The writer assumes a fair degree of prior knowledge – of Pierre de Coubertin, King James’ puritanical instincts etc. The sentences are flowery, long and elaborate – perhaps suggesting a Mail-like hankering for times past!

Reflectife 2 Essay Example | Topics and Well Written Essays - 250 words

Reflectife 2 - Essay Example Above all the anxiousness regarding working in pairs, I am happy to say that I enjoyed working in pairs. My colleague made me feel happy toward the assignment and ensured I was satisfied with what I was doing. The way that we completed the work was well organized. From the beginning, we began to complete brainstorming. The brainstorming process was quite easy and we were able to stay focused on what we wanted for the assignment. The real trouble came when we began to work on the main parts of the assignment. Trouble arose because in class we covered many topics and the assignment was not that clear enough for us to understand. Once we moved past the clarity of the assignment, my colleague and I both became sick. Being sick made it quite difficult to get tasks done and complete the assignment. The assignment has also proven to be hard in regards to choosing references and credible sources for the assignment. This has proven to be quite difficult because although we worked twelve hours a day we did not get as many references as we would have liked. Thankfully, however we did get enough for the assignment. The assignment also required using a control chart. This also proved to be quite difficult because the calculations had to be accurate so that the control chart would have an accurate drawing. Receiving help from a previous teacher turned out to be a blessing as this helped us complete the assignment. After receiving the help completing the assignment my colleague and I were both satisfied with the results. I am now happy with how working in pairs on an assignment can turn

Prohibition of Alcohol Research Paper Example | Topics and Well Written Essays - 1000 words

Prohibition of Alcohol - Research Paper Example Along with taste, the level of intoxication associated with the alcoholic drinks and the relaxation that a person gets by using alcohol are some other factors why people become addicted to use of such drinks. Another fact regarding use of alcohol is that it makes a person come out of depression and boredom for the time being. Social influence is another major factor behind increase in the use of alcoholic drinks in most parts of the world. If we talk about the United States of America, use of alcoholic drinks is not considered an unusual thing in the American society. People serve such drinks in parties, in functions, and in different ceremonies. The legal age for drinking, buying, and selling alcoholic drinks in the United States is over twenty-one years. An adult in the United States can vote at the age of eighteen but cannot drink before reaching the age of twenty-one (Peck 5). Excessive use of alcohol is very harmful not only for the health and mind of the person who takes such d rinks but also for the whole community because a person taking excessive alcohol has less control over mind which can make him/her harm other people physically. This is the reason why use of alcohol is banned in many parts of the world. ... However, the age restriction is not enough to reduce the number of harms associated with the consumption of alcohol. The government needs to prohibit large-scale consumption of alcohol in order to make the lives of people safe and secure. Alcohol Prohibition in the United States (1920-1933) From 1920 to 1933, alcohol was completely banned in the United States of America. The intention of the government of that time was to eliminate all businesses related to alcohol manufacturing in order to keep people away from the use of alcoholic products. American people initially welcomed the alcohol prohibition, but with the passage of time, the acceptance of prohibition turned into rejection by the people. â€Å"The period began in 1920 with general acceptance by the public and ended in 1933 as the result of the public’s annoyance of the law and the ever-increasing enforcement nightmare† (Graham). There were different factors, which led the government’s way towards putting ban on alcohol consumption. Some of the most influencing factors include temperance movements lead by religious denominations, campaign led by woman’s Christian Temperance Union and Anti-Saloon League, implementation of local alcohol prohibition laws by different states and countries throughout America, the 18th amendment, and the Volstead Act. The temperance movements were the most influencing factors behind alcohol prohibition. â€Å"The Temperance movement blamed alcohol for many of society's ills, especially crime and murder† (Rosenberg). The temperance movement gained momentum with every passing day and by 1916, almost half of the states belonging to the United States prohibited the use of alcohol in those

Working break down structure Essay Example | Topics and Well Written Essays - 250 words

Working break down structure - Essay Example (Brotherton, F &N, 2008). For instance range estimates from WBS package method may be used for element 1.2.2, where time estimate are located. In case this element begins on a holiday or weekend when suppliers have closed, the idle period may be inserted in the critical path. The elements of WBS helps in identifying resources needed for each element. In this case, the resources required are human resources, equipment resources, materials, and space. A WBS helps to allocate cost to specific work package, for example, labor, materials, equipment, and so on. In this case, 1.3.1 parts prepared will be allocated more costs estimates. WBS helps in identifying projects activities and sub-activities, and the tasks and subtasks. Each activity or task must be equal to the sum of its sub-elements. A WBS helps allocate time for a specific activity, for instance, incase, 1.2.1 begins on a weekend the individual who was supposed to perform the task may be assigned another

Market Segmentation Essay Example | Topics and Well Written Essays - 750 words

Market Segmentation - Essay Example Lastly, the company seeks for a unique marketing segment that is not being practised by their competitors. This plays a big role in enabling companies to achieve a high market share, thus generating a comfort factor since the buyers will see it as a market leader. Through this, most business entities are able to better their competitive positions and satisfy their customer needs (Burrows, 2010). For an adequate marketing strategy to take place, a manager has to determine and identify the boundaries within the market and with the help of a business plan, develop a clear definition of a business to be in operation. Then, the manager should get enough knowledge and all the relevant information about the goods and services provided by the competitors in relation to the basic requirements of the customers in the market. The company, therefore, would determine the methodology and variables to use in dividing its market into subsets. Research tools are introduced in the process of collectin g and analysing data with the purposes of identifying a homogenous segment which, at the same time, is heterogeneous to the other segments. Basing on the consumers’ behaviour, a company selects the variables that will assist it in creating a detailed profile of each distinct segment (Burrows, 2010). Then the marketing manager looks for the potential customer with needs and wants that require being satisfied in respect to the business they had identified in the previous steps. Finally a product and market plan is developed to make an appeal to a specific market segment. All these combined together will attract a customer to purchase a particular product that will satisfy his or her needs and wants. Market segmentation is considered as a decision making tool for most of the marketing managers in the selection of a target market for their goods and services. Product differentiation techniques have frustrated companies’ expectations since they were purposed to provide a va riety of products rather than offering different segments, therefore leading most of the companies to embrace the segmentation. Marketing managers use segmentation in defining the market, i.e. they are able to perceive their market from a consumer’s point of view rather than a manufacturer’s. Managers gain the knowledge and ability to rationalise policies for available commodities so that they can outshine their competitors by protecting their products from any competitive practice and also work towards achieving a high market share. They harmonise the different segments in a company by catering for the segments that are perceived to be more important, and minimising the competition between the goods and services within a company. This simply means that managers rely on the segmentation process to position ranges of their existing products (Croft, 1994). Since not all existing products can satisfy the needs of each segment, the managers identify the gaps and take an in itiative of launching a brand new or an already available commodity to solve the shortcoming. Companies with small distribution channels use segmentation to sell their goods and services in specific parts of a country. A marketing manager uses the GNP per capita and different behaviours of the customers in the area of concern to determine the marketing strategy to be used in meeting their needs. Demographic variable in market segmentation explains

Information system Article Example | Topics and Well Written Essays - 2250 words

Information system - Article Example Procedure / Research Business Need: The labour cost control is used to control the situation of overstaffing of breakfast service, and thus can reduce the unnecessary labour expenses of the fine dining restaurant to the accepted budget range, with better using of resources for providing high-quality customer services with efficiency (James, 2003). Functionality: The functionality of the system should have is listed below: Identify the staff mix of morning shift in required number according to the occupancy of the day Defining hourly pay of staff and supervisors Budgeting the staff cost of breakfast service weekly Expected Value: We expect the project can decrease the labour cost of the fine dining restaurant which is led by the overstaffing of breakfast service, due to the ineffective way of rostering. On the other hand, improve customer satisfaction for reducing the complaints about the service inefficiency. Tangible: Reduce the annual total labour cost by 5% Reduce the yearly customer complaints calls by 10% Intangible: Improve staff efficiency Improve customer satisfaction Special Issues or Constraints: F&B manager mandates deadline for 31st May next year The system needed to be in place for the next financial year Technical feasibility Although some risks are presented, the Labour Cost Control System is considered to be technical feasible. The System's risk based on familiarity with application is medium: Microsoft Office such as Words and spreadsheets are commonly used in each department; and management staff had all trained to ensure their competency level of skills and knowledge IT department also has rich experience and knowledge in the utilisation of Microsoft Office and other relevant softwares However, many choices of... The first section is staged at gathering requirements and modelling the system in accordance to it. The design issues are handled in this stage which allows deeper penetration into the system for understanding the business process flows (Boehm, 2001). The labour cost control is used to control the situation of overstaffing of breakfast service, and thus can reduce the unnecessary labour expenses of the fine dining restaurant to the accepted budget range, with better using of resources for providing high-quality customer services with efficiency (James, 2003). We expect the project can decrease the labour cost of the fine dining restaurant which is led by the overstaffing of breakfast service, due to the ineffective way of rostering. On the other hand, improve customer satisfaction for reducing the complaints about the service inefficiency. From the organisational point of view, the project is considered to be low risk and expected to have high investment return (ROI - 182.30%). The project's objective focuses on reducing the labour expenses of the restaurant through breakfast service.

United States school counseling program Term Paper

United States school counseling program - Term Paper Example School counseling is not a new concept; it has been in existence since long; however, it is also true that school counseling at elementary and middle level is a later development as compared to high school and college counseling.Academic counseling, vocational guidance and other forms of school counseling are offered in most schools these days for the students who need it. According to the Education Encyclopedia (2011), school counselors facilitate communication between students, teachers and parents while striving to make learning process a positive experience for all parties involved. This paper will provide a brief history and evaluation of the school counseling program specifically at elementary and middle high school level offered to students in the USA, focusing on the roles and responsibility of a school counselor. History of School Counseling In USA:Though existence of informal school counseling, where the teacher played the role of counselor is centuries long, almost as long as that of education itself; the history of formal school counseling can be traced back to the beginning of twentieth century. In the pro social reform movement period, when child labor was at its peak, counseling was introduced in many schools of USA, but this was mostly vocational counseling which aimed at transforming people in the workforce into productive members of the society (Education Encyclopedia, 2011). During its first half, the 20th century faced two world wars. Two noticeable events occurred in the post war era that cleared the way for counseling in schools as we know it today (Yau, 1988). One was the establishment of American School Counselor Association in 1950 and second was inclusion of aid for counseling in guidance in the national defense education act in 1958 (Education Encyclopedia, 2011). In 1970’s the focus of school counseling was further expanded to engulf the special needs department. Special needs students also fell under the department of school counselor as per the Education for all handicapped children act in 1978. The ASCA has also developed a set of national standards for school counseling program, which serves as a guide for all school counselors regarding their role and responsibilities (Sabella, 2006). Importance of School Counseling Professional school counseling helps in maximizing student success via promotion of a safe and supportive learning environment (ASCA, 2009). According to Gysbers (2003), identity issues, problems pertaining to academic learning, peer pressure, drugs and changing or disturbing family relationships are a common part of students’ daily lives in the USA today. The role of counselor is therefore very important. The school counselor not only identifies the students in need of assistance, but also serves to rectify the problems and help the students in solving their issues. This is attained via expanding communication channels and introducing the students to effective life coping strateg ies as per the requirement. 2. ROLE OF A SCHOOL COLUNSELOR A review of available literature was conducted in order to find out the current trends and issues in school counseling in the USA and to explore the roles of a school counselor in America. The ASCA have carefully developed a national model for professional school counselors to follow. This model is typically based on four areas, namely: foundation, delivery, management and accountability (ASCA, 2011). The element of foundation in the model points out that the counselors are to develop a philosophy in their work and then to follow it. Ideally, counselors create a mission statement in collaboration with that of the school they are working at to create a supportive environment for the students that encourages learning. Delivery refers to the provision of required and expected services by the counselor to the staff, teachers, students’ and parents. Management also falls within the realm f counseling. As per the national

New Practice Field - General Description to Bidders Assignment

New Practice Field - General Description to Bidders - Assignment Example The primary requirements to be incorporated into the design of the new practice field will include baseball playing field and parking facility that would hold about 50 cars and a small clubhouse. The proposal should be arranged simply and efficiently, specifying the brief description of the bidder’s capacity to conform to the requirements of the RFP. Proposals are required to be typewritten and no deletions are acceptable. Bidders are also required to submit information in strict compliance with this RFP or shall otherwise be disqualified. In addition, specific conceptual design and complete engineering and construction drawings that will act as the origin for both bidding and construction of the baseball practice field by the general contractor shall be provided (Porter-Roth, 2006). The selected bidders shall begin working on this project within the 10 days of a Notice to Proceed and conclude the project through approving and finalization of construction bid forms by no later than December 27, 2014. The Notice to Proceed is expected to be commenced on or near February 1, 2015, and the project is to be markedly completed by March 2017. The project site is located in Sothern Maryland. The land is relatively flat and it has only a few uneven structures (barns) and trees on it. Linking with existing water and sewer system would pose no major technical problems. The site selected for the proposed baseball playing field is approximately 20 acres. A pre-bid meeting will be held on Tuesday, October 25, 2014, at the project site commencing at 2.00 pm Eastern Daylight Time (EDT). As a component of the meeting, a site visit will be arranged for the advantage of the bidders. At least one top-level executive of each bidder is anticipated to be present at this meeting and for the site inspection but is not obligatory. Single bidders can send not more than three representatives to the meeting and for the site inspection. The purpose of the pre-bid meeting will be to explain and clarify any matters in relation to the RFP.  Ã‚  

Contemporary Leadership and the Challenges It Faces Essay

Contemporary Leadership and the Challenges It Faces - Essay Example The researcher states that an effective leader is one who is able to train, equip, select, influence his or her followers with diverse skills, abilities, and shape them to be effective workers to ensure that the organization achieves its goals and objectives. Leadership styles are changing rapidly to enable leaders to address the contemporary challenges. This essay aims at evaluating contemporary leadership and the challenges contemporary leaders face in luxury hotels. The current models of leadership include transformational, charismatic, and transactional. Transactional leadership model basis on service exchange for several types of rewards that leaders control. Transactional leaders are those who are able to determine the kinds of rewards that will motivate employees and enable them to meet their objectives and goals. On the other side, transformational leadership refers to the actions that transformative leaders create to empower participants who take part in the process. Transfo rmational leaders have the capability of bringing up significant change to his or her followers. That is, transformational leadership facilitates redefining of individuals’ goals and objectives, renew their dedications, and restructure their process of accomplishing their goals. A charismatic leader has supernatural powers over his or her subordinates. According to Conger and Kanungo, a charismatic leader is a leader who has extraordinary and profound impacts on his or her subordinates due to his or her personal abilities. The subordinate staff of a charismatic leader has loyalty and trust towards the values, visions, and characters of the leader. Charismatic leaders make use of their powers rather than positional powers to encourage subordinates to achieve the organization’s goals and objectives. According to contemporary leadership theories, current leaders should ensure the dynamic relationship between them and their collaborators for leading both parties to extreme levels of moral growth and development and motivation hence evoking â€Å"true† change in an organization.

A Comparative Study Of Australian Indigenous And Non Indigenous Education Essay Example for Free

A Comparative Study Of Australian Indigenous And Non Indigenous Education Essay Australia has a prominent discontinuity between Indigenous and Non-Indigenous life expectancy, educational achievement and employment opportunities. (Coag. gov. au. 2014) There is a pressing need for an Australian Indigenous Education Reform. This need for reform is especially necessary in remote and northern, socially disadvantaged Australian communities where attendance rates are low, along with low academic outcomes by Australian national standards. This reform needs to ensure consideration of Indigenous cultural needs and wants. The aim of this paper is to discuss the disparity between Australian Indigenous and Non-Indigenous persons’ Education and make recommendations based on the effectiveness of current reforms in place to minimise the inequality between the two demographics. The paper will look at attendance statistics of school aged children in primary school and high school, completion statistics of highest school qualifications completed, highest non-school qualification obtained and employment statistics for full time and part time Indigenous and non- Indigenous workers The most recent government implemented strategy will be briefly evaluated. Along with this, recommendations will be made. These suggestions can hopefully be modified and implemented in countries that have an inconsistency their in nationwide education statistics. Placing high importance on the improvement of Australia’s Indigenous and Non-Indigenous education disparities will create a ripple effect and improve Indigenous health and employment opportunities. Children who attend school on a daily basis will be exposed to health and wellbeing syllabus, putting their knowledge into practice within their community. Indigenous Primary school children with regular attendance will have an easier transition into secondary school, with the improved likeliness of achieving a higher non-school qualification thus positively affecting the distribution of workers in society. For the purpose of this paper, the following tables bellow will be referred to and the information within will be used to support and stimulate discussion. INDIGENOUS SCHOOL ATTENDANCE RECORDINGS 3 TO 5 YEARS OF AGE AGE MAJOR CITY REMOTE AREA VERY REMOTE AREA 3 31% 12% 14% 4 63% 59% 55% 5 87% 77% 70% Table 1 Source: Population Characteristics, Aboriginal and Torres Strait Islander Australians, Australia, 2006 (cat. no. 4713. 0). This table shows the percentage of three to five year old Indigenous children attending an educational institution such as a preschool or primary school in a major city, remote or very remote area. As expected, the attendance decreases as remoteness increases. There isn’t much disparity with the four and five year old age group’s attendance, however less than half three year old Indigenous children in a major city attend an educational facility in a major city and then this figure almost halves again when looking at children in very remote areas. INDIGENOUS SCHOOL ATTENDANCE RECORDINGS 15 TO 17 YEARS OF AGE AGE MAJOR CITY REMOTE AREA VERY REMOTE AREA 15 77% 67% 53% 16 60% 49% 34% 17 44% 29% 16% Table 2 Source: Population Characteristics, Aboriginal and Torres Strait Islander Australians, Australia, 2006 (cat. no. 4713. 0) The results in this table are noticeably alarming. In remote and very remote areas, 50% or under of Indigenous teenagers from the ages of fifteen, sixteen and seventeen years are attending school. If only 16% of seventeen year old Indigenous students are attending high school, then there is a very low chance of young Indigenous persons graduating from the final year of high school. In major cities, not even half of Indigenous seventeen year olds are attending high school. It’s highly unlikely that with an attendance rate is only 44% from seventeen year olds in major cities, that many of those students will continue on to complete a non-school qualification. HIGHTEST LEVEL OF SCHOOL COMPLETED BY INDIGENOUS SATUS AND AGE AGE GROUP 18-24 25-34 35-54 55 and over total Indigenous Highest Level (%) Year 12 or equivalent 32 28 15 8 19 Year 11 or equivalent 14 13 9 2 11 Year 10 or equivalent 25 26 34 16 28 Non-Indigenous Highest Level (%) Year 12 or equivalent 71 68 76 27 45. Year 11 or equivalent 10 9 12 7 10 Year 10 or equivalent 13 16 29 26 24 Table 3 Source: Population Characteristics, Aboriginal and Torres Strait Islander Australians, 2006 (cat. no. 4713) The information gathered in the above table shows that the highest school level qualification of Indigenous people is Year 10 or the equivalent and for Non-Indigenous people its Year 12 or equivalent. As assumed, for Indigenous persons, the amount of Year 12 completions declines with age. Indicating that perhaps, programs put in place to support Indigenous education has been effective. However, overall, only 19% of Indigenous persons have completed Year 12. Further studies showed that 14% of Indigenous people had completed Year 8 or the equivalent as their highest school qualification. This was exactly double the amount of Non-Indigenous persons who had completed Year 8 or the equivalent and only 5% lower than the amount of Indigenous persons who completed Year 12 or the equivalent. The disparity between Indigenous and Non-Indigenous young people (age 18 to 24 years) who have completed Year 12 of equivalent is a huge 40%. These statistics of the highest school qualification received reflects on the results of highest non-school qualifications. . Indigenous (%) Non-Indigenous (%) Males Females Males Females Higher than a Bachelor degree 1. 0 1. 4 5. 9 5. 9 Bachelor degree 2. 9 5. 0 14. 3 16. 8 Advance Diploma or Diploma 3. 1 5. 3 7. 8 10. 3 Certificate III and IV level 15. 8 8. 3 25. 8 8. 5 Certificate I and II level 1. 4 2. 5 0. 7 1. 6 Certificate not further defined 1. 2 2. 0 1. 4 2. 7 Not stated or inadequately stated 17. 6 13. 9 6. 2 7. 3 No non-school qualifications 57. 1 61. 7 37. 9 46. 8 PERSONS AGED 26-64 YEARS WITH A NON-SCHOOL QUALIFICATION BY INDIGENOUS STATUS AND GENDER. Table 4 Source: 2006 Census of Population and Housing, Australia, 2006 This table displays the non-school qualifications achieved by Indigenous and Non-Indigenous males and females. Following on from the highest school qualification results, it was not surprising to find that more Non-Indigenous Australians had received certificates III and IV, diplomas, advanced diplomas and Bachelor degrees or higher. It was disconcerting to note that more than 50% of Indigenous males and females had no non-school qualification. The majority of both Indigenous and Non-Indigenous Australians had completed a certificate III or IV. Further research showed that Indigenous persons living in major cities, when compared to those in regional or remote areas, were more than two and a half times more likely to complete a non-school qualification (39% and 15% respectively). However, strangely for Non-Indigenous persons with a non-school qualification in remote communities, there was not a disparity as larger between those that lived in major cities (58% for major cities and 48. 6% for remote areas. LABOUR FORCE STATUS BY INDIGENOUS STATUS Indigenous Total (%) Full Time Employment 27. 7 Part Time Employment 16. 6 Non-Indigenous Full Time Employment 50. 0 Part Time Employment 19. 1 Table 5 Source: 2006 Census of Population and Housing, Australia, 2006 The above is a small overview of the overall percent of full time and part time employment for Indigenous and Non-Indigenous Australians. ABSENTEEISM Days Absent Total Days School Terms Missed Years of School Missed 1 day per week 451 9 2 years, 1 term 1. 5 days per week 676. 5 13. 5 3 years, 1. 5 terms 2 days per week 902 18 4 years, 2 terms 3 days per week 1353 27 6 years, 3 terms 5 weeks per term 1127. 5 22 5 years, 2 terms Average 5 days per term 220 5. 5 1 year, 1. 5 terms Average 10 days per term 440 11 2 years, 3 terms ABSENTEEISM OVER A LONG PERIOD OF TIME Table 6 Source: Cycles For Success DETE, SA, 2002 p. 44. The above table calculates the impact of absenteeism over a long period of time, highlighting the severity of prolonged absenteeism. Even a child who only has 5 days off a term, every term can be affected; they will miss a total of 1 year and 1. 5 terms, that’s a lot of curriculum covered in that time. An abridged version of Reasons for prolonged absenteeism from School attendance and retention Of Indigenous Australian students. †¢ Parental-condoned absenteeism, parents failing to accept their legal responsibilities †¢ Poor parental/carer attitudes towards schools †¢ Insufficiently valuing education †¢ Inadequate welfare support practices, especially in the early years of schooling †¢ Inconsistent approach to absenteeism between and within schools †¢ Unsuitable curriculum for some pupils †¢ Too few out-of-school/alternative curriculum places †¢ Bullying, peer pressure, ‘cool’ to skip school †¢ Lack of career aspirations and low self esteem †¢ Inconsistent policies and practices of local schools, education welfare services and schools’ policy documents on attendance †¢ Inconsistent referral policies between schools. †¢ Local unemployment, poverty, poor community facilities †¢ Differences between boys’ and girls’ aspirations and achievements (Purdie Buckley, 2010) MOST RECENTLY ANNOUNCED GOVERNMENT STRATERGY In December, 2013 Indigenous Affairs Minister Scullion released an announcement of a new two- year strategy to improve Indigenous school attendance. â€Å"A child attending school 70 per cent of the time is not receiving a proper education. A recent COAG report on education showed there had been no improvement in attendance of Indigenous students over the past five years and in some areas it is going backwards. It is horrific to think that in the Northern Territory, only 13 per cent of kids are attending school 80 per cent of the time. This has to change. † Minister Scullion said the two-year strategy, which is in addition to strategies discussed by COAG last week, would improve school attendance by engaging local people in each community to get kids to school. $28. 4 million will be provided over two years to: ? Employ Attendance Supervisors to manage and develop up to five School Attendance Officers in each community ? Appoint School Attendance Officers through the Remote Jobs and Communities Programme (RJCP) to work with families to get kids to school. Five officers will be engaged for each 100 enrolled children (scaled to suit local situations) ? Provide support for children to attend school with funds from the Indigenous Communities Strategic Investment and Community Development Funds for uniforms, vehicles and office space† Schlievs, M. (2011). Evaluation of Two Year Strategy RECOMMENDATIONS Introduce vocational training within schools Vocational training should be encouraged at a school level. It not only provides a post school pathway into a non-school qualification, but it provides incentive for everyday attendance and a valid reason to participate in school. Students who don’t intend on completing year 12 can obtain a non-school qualification before they leave high school, providing them with a means to enter a non- school qualification post-high school if they so wish. It will also allow students to go straight into employment post school. Schools can be set up to accommodate VET (Vocational Education and Training) and VCAL (Victorian Certificate of Applied Learning). These structured programs run in schools allow high school aged children to engage in ‘hands-on’ learning in the classroom with small assessment tasks leading to a certificate. Many Australian Indigenous communities are low socioeconomic areas; if their high schools operate these programs within the school they are providing a financially viable way for students to review a non-school qualification. Adapt curriculum to incorporate Indigenous cultural needs and wants Many Indigenous students have poor attendance because the school curriculum does not appeal to them, their family or their communities’ culture. To have students actively engaged in school, both attendance and their education, the school syllabus needs to reflect the environment the children live in. Simple adoptions can make a large difference to a child’s education. For example, ensuring the level appropriate reading lists has Indigenous story books. There are a large range of Australian Indigenous children’s picture books and novels for older children that are written by Indigenous authors and based in Indigenous communities. If a child is reading a book with a setting they’ve never encountered before, it will become difficult to engage the child in activities and it will become easier for the child to become disinterested in their education and as a result their attendance will decrease. Art and storytelling are prominent features of Australian Indigenous culture, so is spending time exploring the natural environment and learning valuable lessons from community Elders in regards to understanding the natural resources in the area, such as edible plants. Unfortunately, these skills the children acquire in their home life aren’t reflected in school curriculum, making the children and their families feel not only that their culture isn’t valued, but attending school isn’t relevant to them and their community lifestyle. Encouraging more parent participation in children’s schooling It is easier for a child to attend school if the parent or guardian encourages, supports and helps further their education in the home. When parents are stringent on their child’s attendance, it assists the school in having the child attend each day. For a parent to be involved in the child’s formal learning, they must be a involved with the school community. Schools and educators acknowledge that learning first comes from the home, and in the case of Indigenous culture, it comes from the wider community. It would be very fitting for the school in Indigenous communities to run community days and activities in which the children and their families can participate, making it easier for families to accept the school as part of the community. Financial assistance outside of school educational assistance Indigenous students can miss large portions of school during the time of Sorry Business. When Aboriginal people mourn the loss of a family member they practice Aboriginal death ceremonies, or Sorry Business. The family will leave the community for an extended period of time, and if they choose to return to the community, they will move houses. This can cause a large amount of absence for a school child, or if they move to a new community, they may never enrol back into school again. It’s difficult for a child to catch up on such a prolonged absence. If, as part of the national plan for lack of Indigenous student absences, a funded educator could assist children a community centre, such as a religious place, health centre of community recreation centre to catch up on missed school work, it would be most beneficial. This program could also be used to provide extra assistance to children who are falling behind in their school work, before they decide it’s too difficult and never return to school. Initiatives such as this are respectful to the culture, but also combat the issue of students not returning to school after prolonged absence. CONCLUSION It is important to first discover what is causing the problem, before deciding on a strategy to solve a problem. Indigenous communities need to find out from their youth what would encourage them to attend and be engaged at school. Education is a foundation for any community, whether it is developed or developing. In the case of Australian Indigenous communities, school ages education doesn’t only assist a person achieve a qualification, it is important for social development, encouraging health and wellbeing in a community and will enhance future employment opportunities. There is a pressing need for an Australian Indigenous Education Reform. This need for reform is especially necessary in remote and northern, socially disadvantaged Australian communities where attendance rates are low, along with low academic outcomes by Australian national standards. This reform needs to ensure consideration of Indigenous cultural needs and wants. Any recommendations that have been made, can be adapted to assist with similar situations in various countries with remote education being behind the national benchmark in major cities. REFERENCES Abs. gov. au. (2014). Indigenous statistics for schools. [online] Retrieved from: http://www. abs. gov. au/websitedbs/cashome. nsf/4a256353001af3ed4b2562bb00121564/95ed8 14872649b0dca25758b000314ef! OpenDocument [Accessed: 12 February]. Abs. gov. au. (2014). Indigenous statistics for schools. [online] Retrieved from: http://www.abs. gov. au/websitedbs/cashome. nsf/89a5f3d8684682b6ca256de4002c809b/5cd416 49a06a3033ca25758a0080249e! OpenDocument [Accessed: 20 February 2014]. Coag. gov. au. (2014). Closing the gap in indigenous disadvantage | council of australian governments (coag). [online] Retrieved from: https://www. coag. gov. au/closing_the_gap_in_indigenous_disadvantage [Accessed: 20 February 2014]. Daretolead. edu. au. (2014). Attendance: research and approaches. [online] Retrieved from: http://www. daretolead. edu. au/RES_IS_ATT [12 February 2014]. Ferrari, J.. (2012). Reforms failing to close indigenous schools-gap. The Australian. Humanrights. gov. au. (2014). Statistical overview. [online] Retrieved from: http://www. humanrights. gov. au/publications/statistical-overview-aboriginal-and-torres-strait- islander-peoples-australia-social [Accessed: 12 February 2014]. Indigenous. gov. au. (2013). Minister scullion: government unveils plan to get remote indigenous children back to school | indigenous. gov. au. [online] Retrieved from: http://www. indigenous. gov. au/minister-scullion-government-unveils-plan-to-get-remote- indigenous-children-back-to-school/ [Accessed: 12 February 2014]. Kearns, K. (2010). The business of childcare. Frenchs Forest, N. S. W. : Pearson Australia. Kearns, K. Austin, B. (2007). Birth to big school. Frenchs Forest, N. S. W. : Pearson Education Australia. Mychild. gov. au. (2014). Programs for indigenous families | mychild. [online] Retrieved from: http://www. mychild. gov. au/pages/FamiliesProgIndigenousFam. aspx [Accessed: 3 January 2014]. Purdie, N. Buckley, S. (2010). School attendance and retention of indigenous australian students. issues paper no. ERIC. Schlievs, M. (2011). Aboriginal children in remote areas missing school for weeks. The Australian, September.

The Scarlet Letter | Plot and analysis

The Scarlet Letter | Plot and analysis In this section, the book describes a nameless character who coincidentally shares the same occupation and desires as the author of this book, Nathaniel Hawthorne. The narrator works as a chief executive officer at the Salem Custom House, meaning that he collects tariffs on foreign goods. Unfortunately, not many ships dock at Salems Port for whatever reason, so the narrator often finds himself with little to do during the work week. One gloomy day, the narrator tries to keep himself entertained by exploring the abandoned second floor of the custom house. While checking out a room upstairs, he discovers a scarlet A and an old note written by a former chief executive officer at the Custom House nearly 200 years earlier. While examining the scarlet letter, he holds it over his chest, but drops it immediately because he feels a burning sensation in his chest. He then reads the note, which tells a story about a woman who committed adultery. This inspires him to write his own spin on the n ote, even though it wouldnt be factually accurate. At the end of this section, a new president is elected, and he loses his job, which forces the narrator into following his dream of becoming a writer to make a living. Questions about the Custom House: Who is this nameless narrator who works in the Custom House? Why didnt the narrator follow his dream of becoming a writer? If the narrator hates his job and is bored because there is no work for him to do, why doesnt he quit and follow his dream? What inspired the narrator to go up to the second floor of the custom house knowing that it was unused and probably empty? Why did he feel a burning sensation when he held the scarlet letter up to his chest? Why did the narrator lose his job after a new president was elected? My Reactions towards the Custom House: I was kind of surprised to see that the narrator shares so many traits as the author, but wasnt given a name. I would have assumed that if the author intended to put himself in the story, he would have named his character after himself. I wonder why he did this. The book described the building he worked in as being run down and rotting. I believe that this adds to the narrators resentment of his job because I think it makes him feel as if his job isnt important enough to work in a building that isnt falling apart. The narrator also described that his Puritan ancestors would have looked down upon his desire to become a writer. This shocked me because back in Puritan times, Monks Priests wrote a vast majority of all books, and they were held in high esteem. One would think that his or her ancestors would be proud to have a writer in their bloodline because a studious person was looked up to. Journal Entry: Chapter 1 The Prison Door and Chapter 2 The Marketplace Summary of Chapter 1 In chapter 1, the scene is set at the Jailhouse in Salem. A throng of hooded people dressed in somber clothing are gathered around the jailhouse door to scorn and belittle the offender who is about to be released. The area around the Jailhouse is described as being dreary and dead, even the trees and grasses have died because of the gloom radiating from the jailhouse, except for 1 lone rosebush, which provides a relief for the condemned because it is a sweet moral blossom which shows a sign of forgiveness. Summary of Chapter 2 In chapter 2, Hester is released from the Jailhouse, holding an infant and is escorted up onto the scaffold where she will stand for 3 hours as people stare and taunt her. As she is standing up on the scaffold she reminisces about her parents and their house, until her attention is drawn to an old, misshapen man. This misshapen man is the person she married while in Europe before coming to America. By this point, her attention has been drawn back to the crowd, which scares her briefly, causing her to squeeze her baby out of instinct. Questions about Chapters 1 and 2: Why are people dressed in hoods as they gather around the Jailhouse? How has the Rosebush survived the sullen atmosphere it is growing in? Has Hester seen the rosebush? Has it affected her feelings in any way? Why was Hester allowed to take an infant into a dangerous environment such as the Jailhouse? Didnt the Puritans consider the safety of the baby? While standing up on the scaffold, why did Hester choose to reminisce about her parents? My Reactions towards Chapters 1 and 2: Why do the Puritans consider the suffering and punishment of others as a source of entertainment? Based on their morals, wouldnt they want to alleviate some of Hesters suffering, rather than add to it? I find that the lack of compassion shown by the Puritans in the Scarlet Letter very disturbing. If the Jailhouse was designed to detain violent and destructive criminals, why was Hester held there? Hester did not harm or endanger anyone; therefore I believe that she didnt need to be treated as someone who is dangerous. Was the rosebush planted in front of the Jailhouse intentionally? Or was it a sign of forgiveness from God? I find this very odd that something so beautiful would even survive in an environment so dreary and dead. If wearing the scarlet A was not a repercussion of Hesters offense, why did she even bother making it? If I committed that sin and had to face severe ridicule because of it, I wouldnt want to attract more scorn unto myself by wearing a big, extravagant scarlet A. Journal Entry: Chapter 3 The Recognition and Chapter 4 The Interview Summary of Chapter 3 In this chapter, Hester is continuing her punishment on the scaffold. She sees her husband, who is dressed in Indian clothing. He makes a gesture to Hester, telling her not to draw attention to him. After making this gesture, he begins asking a man in the crowd about Hesters crime and who the co-sinner was. The man replies that she was the wife of a wealthy Englishman from Amsterdam and that she committed adultery, but refuses to reveal the father of the child. For some reason, Chillingworth makes a comment about how such an old man could keep a young woman such as Hester happy. After this, we are introduced to Reverend Dimmesdale, Reverend Wilson, and Governor Bellingham, who question Hester in attempt to get her to confess to who the real father is but to no avail. Then Reverend Wilson attempts to make her reveal the father by giving her a sermon on sin, which makes her scarlet A glow. After the three try everything they can think off, they give up, and Hester is taken back to the Jailhouse. Summary of Chapter 4 In chapter 4, Hester meets her husband face to face for the first time since the beginning of the novel. Since he is a physician, he is called into the Jailhouse to drug Hester, and make her more susceptible to interrogation. When he enters Hesters jail cell, he offers her a potion, but Hester refuses it out of fear of being poisoned for revenge. Chillingworth tries once more to get Hester to reveal the father, but she refuses. As Chillingworth is walking out of the entrance of the cell, he makes Hester promise to keep his identity secret. Because of his evil facial expressions, Hester calls her husband a reincarnated version of the devil. Then Chillingworth vows to find the father of her baby, and leaves the Jailhouse. Questions about Chapters 3 and 4: Did Roger Chillingworth think that Hester would take him back after abandoning her in America for many years? Why didnt Chillingworth want attention drawn to him as Hester was standing on the scaffold? Why did Chillingworth lie about his identity when he asked the man about Hesters crime? Why did Hester withhold the name of the father of her child? Isnt she a little bit angry towards the father for not sharing any of the punishment? My Reactions towards Chapters 3 and 4: I was surprised that Chillingworth sent Hester to America instead of keeping her with him until he finished his work. Wouldnt newlyweds want to stay together no matter what? On top of what was said above, I also wanted to know what Chillingworth was up to in Amsterdam after Hester left. Finishing up some work before he left obviously wasnt the only thing he was up to while in Amsterdam for multiple years after Hester left. When I read his remark about how her husband must have been foolish to think that he could keep a young wife happy, I wondered why he married Hester. Typically, when one is in love, they look out for the best of the other. In this relationship, it seems as if Chillingworth just wanted Hester as a trophy wife. After Reverend Wilson gave Hester the sermon about eternal damnation and sin, I felt really bad for Hester. After all she had been through that day, she must have been feeling many unpleasant emotions, and Reverend Wilson just amplified the feeling of guilt within her. Journal Entry: Chapter 5 Hester at Her Needle and Chapter 6 Pearl Summary of Chapter 5: In chapter 5, the author focuses on Hesters life after being released from prison. Hester is granted her freedom to live wherever she pleases, but she chooses to stay in Boston. Even though many years have passed, Hester was still considered an outcast and was forced to live on the outskirts of town. To support herself and Pearl, she works as a seamstress, and sells her goods in town. Her skill as a seamstress was described as being so great, that even the Governor wore her garments, despite their shameful source. Her work was held in such high regard that people asked her to craft things such burial shrouds, priestly vestments, and officials robes. All of this work afforded both Hester and Pearl a good life, but Hester still felt alienated from her community. Summary of Chapter 6: In chapter 6, the author focuses on Pearl for the first time through the entire novel thus far. Much like the rosebush in chapters 1 and 2, Pearl is the only consolation for Hester as the rosebush is the only consolation for the prisoners. Hester dresses Pearl in fine clothing, despite Puritan ethics. In addition to the scarlet letter, Pearl is another symbol of Hesters sin. Pearl is described as being a defiant child, for example, when Hester attempts to teach Pearl about God, Pearl refuses to listen, and she constantly produces mischief. Pearl also seems to be a little more aware of her surroundings than other infants. While many other 2 or 3 year olds would have disregarded the scarlet A entirely, Pearl asks Hester about it constantly. Questions about Chapters 5 and 6: Why doesnt Hester leave Boston after she is granted her freedom? Why hasnt her community let bygones be bygones and re-accepted Hester back into their community? Why does Hester violate Puritan dress ethics with her sewing? Hasnt she offended the Puritan community enough? Even though Hesters products violate the dress code for Puritans, why do people still purchase them? If Pearl wasnt an illegitimate child, would her behavior have changed? My Reactions towards Chapters 5 and 6: I was shocked to read that Hester decided to stay in Boston, despite her reputation there. If I were in this situation, I definitely would have left and started anew in a new colony or even Europe, that way Chillingworth would have been off of my back, and I wouldnt have to face any more scorn. It was a very brave mood on her part. While reading this section, I half-expected Hester to be allowed back into the community, because people started to interact with her in a positive way for the first time in a long time, by buying her stuff. Unfortunately for her, that was the only positive interaction she would ever receive from them. Towards the end of chapter 5, I was disgusted to read how she was treated by the poor people she served. Even though she made them clothes free of charge, the poor people still treated her in a disrespectful manner. The least they could have done was treat her with respect. After reading chapter 6, I discovered that Pearl was nothing like what I expected her to be. When I first saw the title of chapter 6, I expected a sweet little girl, who was perfect in every way, and caused no trouble, but in actuality, Pearl was every parents nightmare. Journal Entry: Chapter 7 The Governors Hall and Chapter 8 The Elf Child and the Minister Chapter 7 Summary In this chapter, Hester is summoned to the Governors hall to defend her custody over Pearl. While on the way to the Governors hall, a group of children harass Hester and Pearl, but Pearl throws a tantrum and scares the group of children off. Rumors have spread that Pearl is a demon child, and it is questionable if Hester should raise her, because she is alone, and Pearl is a handful in addition to her work to support them. It is also questioned if Hester can raise Pearl in a moral and God-infused environment. While entering the hall, Hester and Pearl take notice of the ornate portraits and suits of armor which decorate the hall. While passing an especially lustrous set of armor, Pearl points out her mothers reflection in the statue, which frightens Hester because the fiery scarlet A dominates the reflection. Chapter 8 Summary In this chapter, Hester meets with the Governor, Reverend Wilson, and Reverend Dimmesdale. Upon entering the conference room, Hester is asked why she feels she deserves to keep Pearl. She points out that she should keep Pearl because she can teach Pearl not to make the same choice she did. Then Wilson tests Pearl on her knowledge on religious topics. Unfortunately, this doesnt seem to sway any of their choices in her favor, so Hester begs Dimmesdale to speak on her behalf. Dimmesdale says that Pearl is both a blessing and a curse from God. Pearl is a blessing because she is a smart and healthy child, but also a curse because on top of being mischievous, she is a constant reminder of her sin. He also says that the best place for a child to be is with its mother because there is a sacred bond between them. After this, the Governor and Reverend Wilson decide to let Hester keep Pearl. Infuriated that Hester was allowed to keep her child, Chillingworth went to the Governor, demanding that he reopen the case to determine who Pearls father is, but he refuses. Hester is also asked by Mistress Hibbins if she would like to join a sà ©ance, but she refuses because she got to keep Pearl. Questions about Chapters 7 and 8: How was Pearl able to scare off a group of children easily twice her age? Why does Pearl point out the scarlet letter often, knowing that it causes her mother pain each and every time she is reminded of it? How did rumors of Pearl being a devil child spread? Hester lives on the outskirts of town and doesnt appear to be in the loop. Why does Pearl refuse to answer any of Reverend Wilsons questions, knowing full well that will allow her to stay with her mother? What makes Reverend Dimmesdale vouch for Hester? Considering he is the moral guru for the town, one would think that he wouldnt be inclined to speak on a sinners behalf. My Reactions towards Chapters 7 and 8: While reading the body of Chapter 7, I was confused on how the townspeople questioned whether or not Pearl was human. I assumed that this question arose from Pearls bad behavior and extreme awareness for her age, which made me seriously consider the theory that Pearl was the spawn of the devil. Also while reading the body of Chapter 7, my perspective of the Governor changed. When he was first introduced, I imagined him as a shorter and wider fellow, but when I learned that he fought battles against the Indians with the suit of armor in the hall, my picture of him changed. Instead of a short, stocky man, I re-imagined him as a taller, well built character. While glancing at the title of Chapter 8, I noticed that it is titled The Elf Child and the Minister. The title made me wonder if little Pearls facial figures had literally begun to look like those of an elf. Even having finished the book, I still cannot make sense of the title. After reading the beginning of Chapter 8, I was flabbergasted at Reverend Dimmesdales, Reverend Wilsons, and Governor Bellinghams treatment of Pearl. Upon entering the room these 3 fully grown men begin to tease a toddler by calling her a bird and demon child. On top of being fully grown men, these are the town leaders who are teasing Pearl. These men are supposed to be the epitome of morality and good behavior. Journal Entry Chapter 9 The Leech and Chapter 10 The Leech and his Patient Summary of Chapter 9: In Chapter 9, Chillingworth has changed his name, and nobody knows his real past, except for Hester, who is bound to secrecy. He has become the town doctor, and has been accepted by the townspeople because they dont have access to quality medical supplies. The town sometimes refers to Chillingworth as a leech, because the use of leeches to cure diseases was common at that time. He is also referred to as a leech because Dimmesdale has been suffering from health problems because of Chillingworths prodding and interrogation. It is also noted that Dimmesdale clutches his heart often. Because Dimmesdale has no wife or companion to live with, Chillingworth demands to live with him for health reasons. The ministers room is hung with pictures showing biblical scenes of adultery biblical punishment. As time passes, Chillingworths trust is questioned because rumors spread of his past. Summary of Chapter 10: In this chapter, the ministers signs of torture are becoming more and more visible. To make matters worse for Dimmesdale, Chillingworth is showing incredible persistence when it comes to discovering what Dimmesdale is hiding. Despite all of his attempts, Chillingworth still cannot determine what secrets Dimmesdale struggles to keep hidden. One day, Dimmesdale inquires Chillingworth about an odd herb. The doctor says that he found it above the grave of someone who buried their sins with them. Then Chillingworth begins to prod Dimmesdale more about buried sin, but Dimmesdale backs out. Suddenly the sounds of Pearl playing are heard from Dimmesdales window, but Pearl drags her mother away when she sees Chillingworth because she thinks that he is the devil. The doctor asks Dimmsdale about his spiritual condition, but Dimmesdale basically tells him that its Gods business. The minister then apologizes for his behavior and then goes to bed. While Dimmesdale is sleeping, Chillingworth pulls back his shirt and reveals the ministers deepest secret. Questions about Chapters 9 and 10: Why didnt Dimmesdale refuse when Chillingworth insisted on living with him? He knew that Chillingworth was after something that he was hiding. Why is Dimmesdale punishing himself so severely? How did the townspeople catch wind of Chillingworths secret past? Can Pearl detect evil in people she hasnt been in contact with? (I.E. Chillingworth?) My Reactions towards Chapters 9 and 10: Since the Puritans believed in superstitions such as witches, etc, I cannot believe that the townspeople trusted a man with such an evil appearance. After learning that Dimmesdale had a secret earlier on in the novel, Chillingworths body transformed from a tired, and old man to a nasty, dark being from all of his attempts to get Dimmesdale to reveal it. After reading that Chillingworth insisted on living with Dimmesdale for health reasons, I cannot believe that Dimmesdale actually accepted and allowed him to move in. He knew from previous chapters that Chillingworth would stop at nothing to find out about his secret. After finishing Chapter 9, I learned that the term leech had 2 meanings when referring to Chillingworth. Originally it was a term used for all doctors at that time period, but as the chapter progressed, Chillingworth sucked all of the life out of Dimmesdale from his persistent questioning. While reading Chapter 10, I was stunned that Pearl detected that Chillingworth was evil. She didnt really have any prior contact with him, and she doesnt live within the community. I believe that she is either really smart or observant or she has a special power. Journal Entry: Chapter 11 Interior of a Heart and Chapter 12 The Ministers Vigil Summary for Chapter 11: In this chapter, Dimmesdale is at the peak of his misery. Chillingworth will not stop playing games with him, and he is getting no sleep because of his guilt. Even though he is suffering mentally, physically, and even spiritually, he keeps his secret bottled up. While Dimmesdale feels worse, his sermons on sin keep getting better and better. To make things harder, he punishes himself physically, by whipping his back repeatedly with a lash, in addition to extreme fasting. One night, he plans to have a vigil where Hester once stood in an attempt to relieve his sin. Summary for Chapter 12: In this chapter, Dimmesdale carries out his plan for a vigil on the scaffold. While standing up there, he fantasizes about revealing his sin, until Reverend Wilson, who is coming from a funeral for Governor Winthrop, passes by the scaffold. He thought about laughing when Wilson passed, but decided against it. After Wilson is gone, Dimmesdale laughs a little bit, which is accompanied by Pearls laugh, who is also standing on the scaffold with Hester. The three hold hands and Dimmesdale feels energized. Pearl asks if Dimmesdale will stand with them tomorrow, but he says no. Suddenly, a meteor flies across the sky, which is in the shape of an A, which frightens Dimmesdale because its a sign of his sin. After the meteor is out of sight, Chillingworth gets Dimmesdale off of the scaffold and takes him home. My Questions about Chapters 11 and 12: Is Dimmesdale even worried about being caught anymore? Or has his guilt focused all of his energy to punishing himself? How didnt Wilson notice Dimmesdale up on the scaffold? Is the meteor a coincidence? Or a sign from God? My Reactions towards Chapters 11 and 12: I was really shocked when I read that Dimmesdale was at the point that he was hitting himself to express his pain inside. I am really puzzled as to why he just doesnt confess now. He is at the point of death, is his secret really worth his life? I could understand why he chose to stand on the scaffold to release his guilt. He chose to stand on the scaffold to mimic Hester punishment because he is the co-adulterer. I believe that it took real strength to do that because anyone could have seen him doing that, and then he would have had to face his worst fear. At first, while reading, I was a bit confused when Pearl asked if the minister would stand with them again tomorrow, because I thought that they had to keep standing up on the scaffold as a continuation of their punishment, but then it hit me that they were only standing up there because Dimmesdale was up there. Chapter 13 Another View of Hester and Chapter 14 Hester and the Physician Summary for Chapter 13: In this chapter, Hester is becoming more and more active in the town. She frequently makes trips into town to donate food to the poor and to nurse the sick and injured. While she is still subject to prejudice even after 7 years, she is gradually being accepted back into the community. The weight of Pearl, her jobs, and prejudice have finally taken their toll on Hester. Much like Dimmesdale, the weight of their suffering has taken a toll on their physical appearances. She is no longer the beautiful woman she once was. Summary for Chapter 14: In this chapter, Hester tries to alleviate some of Dimmesdales suffering by telling Chillingworth to back off of him. When they go to speak with him, he tells her that he has heard that she can take off the scarlet letter, but she describes that it cannot be removed by human hands. She also thinks that it is time to tell Dimmesdale who Chillingworth really is, which makes Chillingworth realize that he has become a figure of pure evil, instead of the brilliant man he once was. My Questions about Chapters 13 and 14: Why is Hester still the object of scorn after 7 years? Shouldnt the Puritans move onto something else? Why is Hester still so kind to the people that treat her like dirt? How can Chillingworth realize that he is so evil and not want to change his ways? My Reactions towards Chapters 13 and 14: While reading, the author mentioned that Hester still accepted scorn from the townspeople after 7 years. I wondered if anyone else committed a serious sin in those 7 years who deserved a punishment similar to Hester. Or has Hester been used as a deterrent to keep everyone from messing up? After reading chapter 13, I couldnt believe that Hester was still in Boston after all the insults she had taken, let alone taking care of and helping the people that put her down. That just goes to show that Hester is not only a model for sin but a model for supreme compassion. What probably shocked me out of the whole book more than anything else was the fact that Chillingworth knew that he was evil, and still didnt want to change. Any normal human being can be inconsiderate or hurtful, when they are confronted about their behavior; they examine themselves and desire to change. Journal Entry: Chapter 15 Hester and Pearl and Chapter 16 A Forest Walk Summary for Chapter 15: In this chapter, Hester resolves that she truly hates her husband, after the pure hatred he showed in the previous chapter. After Chillingworth leaves to go mix potions from the weeds he collected, Hester goes to find Pearl. She finds Pearl playing in the puddles on the beach, with an A shaped in seaweed on her chest. When Hester sees the A, Pearl and she engage in conversation about the A. Pearl mentions that she sees that Dimmesdale clutches his heart often. This shocks Hester because she learns that Pearl is supernaturally observant, which might endanger them all. Summary for Chapter 16: In this chapter, Hester goes to meet with Dimmesdale in the forest to reveal Chillingworths real identity to him. While walking through the forest, she decides to take Pearl along with her. The sunlight seems to follow Pearl as she plays in the forest, but seems to avoid Hester. Upon reaching a stream, they wait for Dimmsdale to arrive, and Pearl asks about the black man and how he correlates to the scarlet letter. To avoid conversation, she tries to get Pearl to play, but Pearl doesnt want to out of fear of the black man. Hester tells Pearl that it is not the black man who gave her the symbol; it was the minister who did. My Questions about 15 and 16: Why did Hester even marry Chillingworth in the first place? She knew full well that neither of them were in love. Is Pearl really as observant as she is believed to be? Or is gathering this information from an outside source? How does Hester think that revealing Chillingworths real identity going to help Dimmesdale? My Reactions towards Chapters 15 and 16: I was felt almost scared for Hester, Pearl and Dimmesdale at this point in the story. I was sure that Chillingworth had something even more sinister up his sleeve. After reading about Pearls constant haranguing about the scarlet letter, I began to doubt that she was thinking for herself at this point. Someone must be putting her up to it to either test how Hester responds when Pearl asks that question or to gain information about the ties between Dimmesdale and Hester. When Pearl and Hester went to go tell Dimmesdale who Chillingworth really was, I wondered how Hester thought that would help Dimmesdale. Journal Entry: Chapter 17 The Pastor and his Parishioner and Chapter 18 A Flood of Sunshine Summary for Chapter 17: In this chapter, Hester and Dimmesdale meet in the forest to avoid Chillingworth and the public. They join hands, and Hester reveals Chillingworths real identity to him. This makes Dimmesdale angry, and he starts blaming her for his sin. To get him to stop, Hester pulls him in close to see the scarlet letter, which makes him forgive her because it shows him that Chillingworth is a bigger sinner than the both of them. To avoid any more suffering caused by Chillingworth, they plan to sail away to Europe, and live with Pearl as a family. Realizing that this is his opportunity to finally release all of the pain and suffering within him, Dimmesdale plans to reveal his secret to everyone in Salem. Summary for Chapter 18: After plotting their escape, the couple feels a burst of new life within them. Hester unties her hair for the first time in many years and removes the scarlet letter and Dimmesdales sullen face has finally picked up. He tells Hester that he can feel joy again, and is excited to finally get to know his daughter. My Questions about Chapters 17 and 18: Why didnt Hester fight back when Dimmesdale was yelling at her? Will Chillingworth expose Dimmesdale and Hester before Dimmesdale can do it himself? Why is Pearl cautious of her transformed mother? My Reactions towards Chapters 17 and 18: When I read that Dimmesdale yelled at Hester and blamed her for his sin, I was surprised that she acted in the manner that she did. I would have expected her to break and fight with Dimmsdale because she easily could have defended herself in that argument. But her action did make sense, because a fight would have divided them, which is the exact opposite of what they needed at that moment, if they wanted to steal away and start a new life. After Hester confronted Dimmesdale about Chillingworth I could really feel the all of the suspense. It was like I was experiencing the same fear of Chillingworth that Dimmesdale and Hester felt. After reading that Pearl was afraid of her transformed mother, I was mystified. I expected Pearl to love her mother even more than she did before, now that she was finally happy. Journal Entry: Chapter 19 The Child at the Brookside and Chapter 20 The Minister in a Maze Summary for Chapter 19: In this chapter, Hester calls Pearl to rejoin her, but Pearl refuses, because she doesnt recognize her transformed parents. To get Pearl to come back, Hester ties her hair back up and pins the scarlet letter on once more. After the letter is fully secured, Pearl rushes back to her mother and father. She envelopes Hester in a hug and kisses her, along with the scarlet letter. Without revealing that Dimmesdale is her father, Hester tries to get Pearl to embrace Dimmesdale as well. Dimmesdale kisses her once, but then washes the kiss off in the stream. Summary for Chapter 20: On the way back to the town, Dimmesdale cannot believe the energy he feels. He even runs and skips with Pearl. When they reach the town, Hester makes reservations on the ship to Europe because she has become acquainted with the captain due to her chari

Case Study Analysis Cost Of Capital At Ameritrade Finance Essay

Case Study Analysis Cost Of Capital At Ameritrade Finance Essay Capital Asset Pricing Model is a model that describes the relationship between risk and expected return  and  that is used in the pricing of risky securities. Description: Capital Asset Pricing Model (CAPM) The general idea behind CAPM is that investors need to be compensated in two ways: time value of money  and risk. The time value of money is represented by the risk-free(rf) rate  in the formula and compensates the investors for placing money in any investment over a period of time. The other half of the formula represents risk and calculates the amount of compensation the investor needs for taking on  additional risk. This is calculated by taking a risk measure (beta)  that compares the returns of the asset to the market over a period of time and to the market premium (Rm-rf). The CAPM says that the expected return of a security or a portfolio equals the rate on a risk-free security plus a risk premium. If this expected return does not meet or beat the required return, then the investment should not be undertaken. The security market line plots the results of the CAPM for all different risks (betas). Using the CAPM model  and the following assumptions, we can compute the expected return of a stock in this CAPM example: if the risk-free rate is  3%, the beta (risk measure) of the stock is 2 and the expected market return over the period is 10%, the stock is expected to return 17% (3%+2(10%-3%)). CAPM has a lot of important consequences. For one thing it turns finding the efficient frontier into a doable task, because you only have to calculate the co-variances of every pair of classes, instead of every pair of everything. Another consequence is that CAPM implies that investing in individual stocks is pointless, because you can duplicate the reward and risk characteristics of any security just by using the right mix of cash with the appropriate asset class. This is why followers of MPT avoid stocks, and instead build portfolios out of low cost index funds. Cap-M looks at risk and rates of return and compares them to the overall stock market. If you use CAPM you have to assume that most investors want to avoid risk, (risk averse), and those who do take risks, expect to be rewarded. It also assumes that investors are price takers who cant influence the price of assets or markets. With CAPM you assume that there are no transactional costs or taxation and assets and securities are divisible into small little packets. CAPM assumes that investors are not limited in their borrowing and lending under the risk free rate of interest. How to Calculate the Cost of Equity CAPM The cost of equity is the amount of compensation an investor requires to invest in an equity investment. The cost of equity is estimable is several ways, including the capital asset pricing model (CAPM). The formula for calculating the cost of equity using CAPM is the risk-free rate plus beta times the market risk premium. Beta compares the risk of the asset to the market, so it is a risk that, even with diversification, will not go away. As an example, a company has a beta of 0.9, the risk-free rate is 1 percent and the expected return on the equity investment is 4 percent. Instructions Determine the market risk premium. The market risk premium equals the expected return minus the risk-free rate. The risk-free rate of return is usually the United States three-month Treasury bill rate. In our example, 4 percent minus 1 percent equals 3 percent. Multiply the market risk premium by beta. In our example, 3 percent times 0.9 equals 0.027. Add the risk-free rate to the number calculated in Step 2 to determine the cost of equity. In our example, 0.027 plus 0.01 equals a cost of equity of 0.037 or 3.7 percent. . Combining the risk-free asset and the market portfolio gives the portfolio frontier. The risk of an individual asset is characterized by its co-variability with the market portfolio. The part of the risk that is correlated with the market portfolio, the systematic risk, cannot be diversified away. Bearing systematic risk needs to be rewarded. The part of an assets risk that is not correlated with the market portfolio, the non-systematic risk, can be diversified away by holding a frontier portfolio. Bearing non-systematic risk need not be rewarded. For any asset i: where We thus have an asset pricing model the CAPM. Example. Suppose that CAPM holds. The expected market return is 14% and T-bill rate is 5%. What should be the expected return on a stock with ÃŽÂ ² = 0? Answer: Same as the risk-free rate, 5%. à ¢Ã¢â€š ¬Ã‚ ¢ The stock may have significant uncertainty in its return. à ¢Ã¢â€š ¬Ã‚ ¢ This uncertainty is uncorrelated with the market return. What should be the expected return on a stock with ÃŽÂ ² = 1? Answer: The same as the market return, 14%. What should be the expected return on a portfolio made up of 50% T-bills and 50% market portfolio? Answer: the expected return should be  ¯r = (0.5)(0.05)+(0.5)(0.14) = 9.5%. Multifactor CAPM In CAPM, investors care about returns on their investments over the next short horizon they follow myopic investment strategies. In practice, however: à ¢Ã¢â€š ¬Ã‚ ¢ Investors do invest over long horizons à ¢Ã¢â€š ¬Ã‚ ¢ Investment opportunities do change over time. In equilibrium, an assets premium is given by a multi-factor CAPM : Limitations of CAPM Based on highly restrictive assumptions i.e. no tax, transaction costs etc Serious doubts about its testability. Market factor is not the sole factor influencing stock returns. Summary of CAPM CAPM is attractive: 1. It is simple and sensible: is built on modern portfolio theory distinguishes systematic risk and non-systematic risk provides a simple pricing model. 2. It is relatively easy to implement. CAPM is controversial: 1. It is difficult to test: difficult to identify the market portfolio difficult to estimate returns and betas. 2. Empirical evidence is mixed. 3. Alternative pricing models might do better. Multi-factor CAPM. Consumption CAPM (C-CAPM). APT. Other Methods for calculating cost of equity There are 3 methods which are mainly used for calculating Cost of equity other than CAPM Arbitrage Pricing theory 3 factor method Dividend Growth Method Arbitrage Pricing Theory APT assumes that returns on securities are generated by number of industry-wide and market-wide factors. Correlation between a pair of securities occurs when these securities are affected by the SAME factor or factors. Return on any stock traded in a financial market consists of two parts. R = Re + U Where, R = return on any stock Re = Expected or Normal return (depends on all of information shareholders have on the stock for next month.) U = Uncertain or Risky return (this comes from information revealed in the month) U = m +  Ã‚ ¥Ã¢â€š ¬Ã‚   Where, m = Systematic risk or market risk (it influences all assets of market)  Ã‚ ¥Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚  Ã¢â€š ¬Ã‚ ½ Unsystematic risk (it affects single asset or small group interrelated of assets, it is specific to company) The capital asset pricing theory begins with an analysis of how investors construct efficient portfolios. But in real life scenarios, it isnt necessary that every time portfolios will be efficient. It is developed by Stephen Ross. Moreover, the return is assumed to obey the following simple relationship: Where b1, b2 and b3 are sensitivities associated with factor 1, factor 2 and factor 3 which can be interest rate or other price factors. Noise =  Ã‚ ¥ is event unique to the company. APT states that the expected risk premium on a stock should depend on the expected risk premium associated with each factor and the stocks sensitivity to each of the factors. Thus, formula modifies to: Where, rf = risk free rate is subtracted from each return to give risk premium associated from each factor. Analysis of the formula: If we put value for b = 0, the expected risk premium will be zero. It will create a diversified portfolio which has zero sensitivity to macroeconomic factor which offers risk free rate of interest. Portfolio offered a higher return, investors could make a risk-free (or arbitrage) profit by borrowing to buy the portfolio. If it offered a lower return, you could make an arbitrage profit by running the strategy in reverse; in other words, you would sell the portfolio and invest the proceeds in U.S. Treasury bills. Consider portfolio A and B are sensitive to factor 1, A is twice sensitive to factor1 as then portfolio Therefore, if you divided your money equally between U.S. Treasury bills and portfolio A, combined portfolio would have exactly the same sensitivity to factor 1 as portfolio B and would offer the same risk premium. Steps of Arbitrage Pricing Theory The various steps during Arbitrage Pricing Theory can be stated as: Identify the macroeconomic factors: APT doesnt indicate which factors are to be considered. But there are 6 principle factors which are: Yield spread interest rate, exchange rate, GNP inflation portion of the market return Estimate the risk premium of each factor Estimate the factor sensitivity Net Return = risk free interest rate + expected risk premium 3 factor model It is a special case of APT It considers 3 major factors called as market factor size factor book to market factor. There is also evidence that these factors are related to company profitability and therefore may be picking up risk factors that are left out of the simple CAPM. The practical application of this model is to estimate the betas for the three factors and then use them to predict where returns should fall, much like the CAPM. It was researched by Fama and French. Dividend Growth Method Dividend Discount Model. It is useful when the growth rate of dividend is forecasted constantly. The present value of stocks is given as Where, r = discount rate, g = rate of growth, DIV = annual cash payment, This formula can be used when growth rate g When growth rate = rate of return, the present value becomes infinite. For perpetual growth, r > g. Growing perpetuity formula, Where,P0 in terms of next years expected dividend DIV g = the projected growth trend r = expected rate of return on other securities of comparable risk. We can estimate cost of equity from this formula by re-arranging. Lets understand by an example: Suppose that your company is expected to pay a dividend of $1.50 per share next year. There has been a steady growth in dividends of 5.1% per year and the market expects that to continue. The current price is $25. Then cost of equity r is given as: When the growth rate isnt constant but varies from year to year, then average can be calculated. Growth rate for current year is calculated using the formula: For example, Year Dividend (in Rs. Million) Percent change (g) 2000 1.23 2001 1.30 (1.30 1.23) / 1.23 = 5.7% 2002 1.36 (1.36 1.30) / 1.30 = 4.6% 2003 1.43 (1.43 1.36) / 1.36 = 5.1% 2004 1.50 (1.50 1.43) / 1.43 = 4.9% Growth rate is average of all percent changes and equals This model serves the major advantage of being easy to understand and use but has a major drawback total dependence on dividend and it cannot be used where company isnt paying any dividend. Also, it doesnot consider any risk and is highly sensitive to the change in growth rate. Estimating Beta Beta is an important term in Capital Asset Pricing Method. Beta is the non-diversified risk of holding a single stock. But it turns out that companies in similar markets have similar risks. Interpretation of beta Beta = 1,it matches market portfolio Beta > 1, higher risk. Beta Methods for calculation of beta It is calculated as: beta_{i} = frac {mathrm{Cov}(R_i,R_m)}{mathrm{Var}(R_m)} Where, Ri = rate of return of asset and Rm is rate of return of market. Thus, beta is dependent on regression analysis. Beta is found by statistical analysis of individual, daily share price returns, in comparison with the markets daily returns over precisely the same period. We need to gather a lengthy time-series of observations for the market return and the individual asset return. Then required co-variances and variances can be calculated. If coefficient of correlation P is known then The alternative method of calculating beta is (by rearranging terms from CAPM equation): In practice, an additional constant alpha is also added in the above equation which tells how much better (or worse) the funds did than what the CAPM predicted. Alpha is a risk-adjusted measure of the so-called active return on an investment. Here, E(Ri) Rf is estimated return on asset portfolios and E(Rm) Rf is estimated return on market index. In order to check that there are no serious violations of the linear regression model assumptions. The slope of the fitted line from the linear least-squares calculation is the estimated Beta. The vertical intercept of this curve is called as the alpha. For a portfolio of assets, we have the relation: Given that beta is a linear risk measure, the beta of a portfolio of assets as simply the weighted average of all the individual betas that comprise the portfolio. HANU Estimate of Risk Premium We dont have reliable estimate where stock market will move in future. So we are using long term historical spreadsheets for estimate large stock than small stocks because they are more closer to proper estimate of market We are considering all values after Second World War because after that laws became stable in U.S. Risk premium = Rm Rf U.S. government securities rate = 6.69% (20 years bond, Exhibit 3) Average annual return for Large company stocks = 14 % (Exhibit 3) So Risk premium for Ameritrade = 14 % 6.69 % =7.31 %

The Problems With Standardized Testing Essay -- Standardized Testing Es

The educational system in the United States has gone through many changes over the last century. These changes are a part of a constant movement toward educational excellence for every child in this nation. One of the most recent acts placed on public school systems by the government is to create more accountability for schools in order to ensure that all children are receiving the proper education. Part of this mandate is that public schools will require students to take tests in order to gather information about their academic achievement. Although educators and administrators claim that the mandatory ability testing programs being initiated in America’s public schools will hold students and teachers accountable for academic achievement, these programs are really causing more problems than they are solving. Mandated standardized testing is also known as â€Å"high-stakes testing†. When the tests are used to evaluate students and to hold educators accountable these tests are deemed to be â€Å"high stakes tests† because the consequences can be serious. An example of a serious outcome of these tests would be whether or not a child moves to the next grade or graduates high school. High stakes test were put into action by our nations policymakers in an attempt to improve education. Shortly after taking office in 2001 President George W. Bush announced his No Child Left Behind, which he called â€Å"the cornerstone of my administration.† (The No Child, 2002) This law has been implemented to ensure that all students reach proficiency within 12 years. No Child Left Behind is increasing accountability for our public school systems. Students in grades 3-8 must take annual test in reading and mathematics. The results of the tests are bro... ...w.ed.gov/offices/OESE/esea/exec-summ.html This article gave the text book definition of The No Child Left Behind Act of 2001 and the governments position on the law. President Gorge Bush’s comments were also posted on this site. Each section on the law was reviewed in this article. Weathers, D. (2001, May). The Evils of Mandatory Testing. Retrieved April 12, 2003, from http://www.lessontutor.com/dw1.html This article was much more of a personal opinion of a concerned parent. Even so I found the information useful in order to compare the pro’s and con’s of this issue. Wright, W. E. (2002, June 5). The Effects of High-Stakes Testing in an Inner-City Elementary School: The curriculum, the teachers, and the English language learners. Current Issues in Education [On-line], 5(5). Retrieved on April 15, 2003. from http://cie.ed.asu.edu/volume5/number5/

Essay --

The museum that Daniel Libeskind created through his superb creativity is a direct mirror image of the persistent and consistent presence of Jewish history in the past, present and in the far future. The metaphorical obstacle that the project created was to become a representative of the Jewish struggle and their urge for rescue during the Holocaust, in which Daniel Libeskind defines the experiences in 3 different categories; Continuity, exile and death. The physical procedure that the organization had to overcome were both very solidly influenced by the post modern era, in which they considered as ‘esthetic’ of which included both classical and modern design with the use of zinc faà §ade but deigned in such a classical way that it still highlights its purpose for its presence in Berlin. Furthermore the buildings remarkable connection and message speaks for more than a modern presence-with respect to the social fabric of the city than earlier architectural designs. The Jewish Museum in Berlin, opened to the world in 2001. This museum revolutionizes the social, radical and ethnic history of the Jews in Germany from the 19th century to the present day. The museum especially presents and mixes for the first time, the war in Germany, and the consequences of the Holocaust that the Jews were forced to be in. The new design that Daniel Libeskind came up with, which was created a year before the Berlin Wall was abolished was based on three formats that underpin the museum’s foundation: firstly, the impossibility of understanding the history of Berlin without understanding the enormous logical, economic, ethnic participation made by the Jewish nations. 2nd, the responsibility to integrate the physical and emotional in depth by meaning o... ... is a daring and reserved one. By using ‘fragmentation, separation, non-rectilinear and non-vertical walls’ Ignites the suitable emotion that the museum is trying to receive, both joyful and somber. The building creates the response for one of the worlds most atrocious tragedies which makes the people who visit the building reconsider the purpose of the museum making it much more than a funky design that is trying to get people to visit just for its appearance. Perhaps, Libeskind said it the best,â€Å"The task of building a Jewish Museum in Berlin demands more than a mere functional response to the program for the people. Such a task in all its ethical depth requires the incorporation of the void of Berlin back into itself, in order to disclose how the past continues to affect the present and to reveal how a hopeful horizon can be opened through the aporias of time.’’

The Web’s Compass Essay -- Websites Internet Computers Technology Essa

The Web’s Compass When designing a web page, many features and characteristics must be considered. Three important features for navigational tools are text, icons, and photographs. The use of these elements must consider benefits to the user and navigation throughout the site. I will discuss text, icons, and photographs and why each feature can help or hinder the navigation of a site. Text When deciding whether to use text as a navigational button we must remember to effectively use color, type, and text to help readers maneuver within the site. When choosing to use text, consider â€Å"production: arranging text and visuals on pages or screens, plus choosing type and color† (Hilligoss and Howard 164). When using text as a navigational tool, use your text effectively. Killingsworth and Gilbertson Signs, Genres, and Communities in Technical Communication explain what happens when text is misused: â€Å"Overuse fancy typographical features, thereby creating semiotic â€Å"noise† in the text—bothersome distractions to good reading† (44). If the text is not useful and informative for the reader then a different style tool should be used. The text navigational tool should help â€Å"readers find their way around in a text† (Killingsworth and Gilbertson 49). Killingsworth and Gilbertson define effective text as that which â€Å"draws atten tion to the object without re-determining its meaning† (48). An example of text used as a useful navigational tool is Texas A&M University’s homepage. The web page uses all text links to navigate within the site. All of the texts are one to two words specific to their links and all capitalized. This helps the reader easily find information. The links are set up in uniform columns so as not to be distracting, as Killing... ...r site an edge over other text-intensive pages. I find this topic personally relevant because I could be writing for the web one day. Knowing which navigational tools work best for my site is invaluable information. Understanding how to write efficiently on the web and design a user-friendly page gives me an extra edge when I enter the work force. Works Cited Faigley, Lester, Diana George, Anna Palchik, and Cynthia Selfe. Picturing Texts. New York: W.W. Norton & Co., 2004. Hilligoss, Susan and Tharon Howard. Visual Communication. New York: Longman Publishing Company, 2002. Killingsworth, M. Jimmie and Michael K. Gilbertson. "Representation in Document Design." In Signs, Genres, and Communities in Technical Communication. Amityville, NY: Baywood Publishing Company, Inc. 1992. Texas A&M University. 2002-04. 12 February 2004 <http://www.tamu.edu>

The Multiple Intelligence Theory

Developed in 1983 by Dr. Howard Gardener, a professor at the very prestigious Harvard University, the multiple intelligence theory states that testing a person’s intelligence through IQ tests is very restricting. In his very popular work, Frames of Mind: The Theory of Multiple Intelligence, Dr. Howard Gardner cited eight kinds of intelligence that are innate in men- linguistic intelligence (â€Å"word smart†); logical-mathematical intelligence (â€Å"number/reasoning smart†); spatial intelligence (â€Å"picture smart†); bodily-kinesthetic intelligence (â€Å"body smart†); musical intelligence (â€Å"music smart†); interpersonal intelligence (â€Å"people smart†); intrapersonal intelligence (â€Å"self smart†); and naturalist intelligence (â€Å"nature smart†) (Armstrong, 2000). Logical-Mathematical Intelligence Those who possess the logical-mathematical intelligence would usually end up as a scientist or mathematician. They are mostly sensitive to and have the capacity to differentiate logical and numerical patterns (Gardner & Hatch, 1989, being well versed with everything that has something to do with logic, abstractions, inductive and deductive reasoning and most of all, numbers. Because of this, they are said to be excellent in mathematics, chess, computer programming and other activities that involves numbers and logic (WIkipedia.org). They also have the ability to handle long chains of reasoning (Gardner & Hatch, 1989). Linguistic Intelligence Those who possess this form of intelligence on the other hand are most likely to end up as poets and journalists for it has got something to do with words, be it spoken or written. These are the people who are sensitive to sounds, rhythms and of course, the meanings of different words. Likewise, these people are very knowledgeable in the different functions of language (Gardner & Hatch, 1989). They are good in reading, writing and even telling stories. At the same time, they are good in memorizing dates and words (Wikipedia.org, 2007). They rely on taking notes, reading, listening to lectures, discussions and debates as their primary source of knowledge. These people are said to learn foreign languages easily, having a very high verbal memory and the capacity to understand the structure of words and sentences. Musical Intelligence People having musical intelligence tend to become composers, violinist, musicians, singers, etc. They have the ability to produce and at the same time, appreciate rhythm, pitch and timbre together with the appreciation of the different forms through which music is expressed (Gardner & Hatcher, 1989). Those who also possess this kind of intelligence tend to learn and memorize different types of information through the use of music. More often than not, they work efficiently and effectively with music playing in the background (Wikipedia.org, 2007). Spatial Intelligence Possessing this kind of intelligence, a person may end up as a navigator, sculptor as they are good in visualizing and mentally manipulating objects (Wikipedia.org, 2007). With this perception comes their accuracy in performing transformation based on their perceptions (Gardner & Hatch, 1989). Body-Kinesthetic Intelligence Those who possess this kind of intelligence, on the other hand end up as athletes or dancers, as this has something to do with movement. People who are intelligent based on this often prefer activities that make use of body movements, which make them also good in building and making things. They remember things through their body, making use of what is known as muscle memory (Gardner & Hatcher, 1989). Interpersonal Intelligence Possessing this type of intelligence makes one individual a future therapist or salesman, having the capacity to respond to the moods, temperaments, motivations and desires of other people (Gardner & Hatcher, 1989).   They are usually extroverts who excel so much in interacting with others. Intrapersonal Intelligence They end up to be a person with detailed, accurate, self knowledge that could access one’s feelings and be able to draw them in guiding behavior, strengths, weaknesses, etc (Gardner & Hatcher, 1989). Education and the Multiple Intelligence Theory The concept of intelligence permeates our day to day lives just like any other psychological concept. Before completing and even entering an institute of education, students are asked to complete and aptitude exam that would measure their intelligence quotient or IQ that could determine their preparedness and capacity to learn in institutions like the one they are applying in. Intelligence tests have been a very important tool that is being used in most educational institutions that place a very high importance on the relationship between intelligence and education (Wagner & Sternberg, 1984) According to Dr. Gardner, most of the schools and cultures tend to focus more on the linguistic and logical-mathematical intelligences of its pupils thus raising the self esteem levels of individuals who are well versed in their language, of individuals who know so much about math, individuals who are expert in reasoning. The different cultures and societies fail to recognize the achievements and intelligence of those people who have display other types of intelligence- the artists, architects, musicians, designers, athletes, and those other who truly show their importance in the other aspects of the society (Armstrong, 2000). It is also because of the societies focus on the linguistic and logical-mathematic intelligence that schools are unable to address the needs of students who are not gifted with these kinds of intelligence. Unfortunately, those who have not been giving due recognition for the intelligence they have [as they possess other kinds of intelligence apart from those society deems very important] usually suffer ADD or Attention Deficit Disorder (Armstrong, 2000). As Gardner reiterated in his study of MI theory, an individual is mechanically equipped with unique intelligence to cope up in a diverse cultural society. It provides students with options to success and recognition for whatever talents they have. Linguistic intelligence and personal intelligence gives great opportunities for individuals in a globally competitive society. The structural views of education are now diverse in regarding intelligence out of just the normal scope of intelligence. The multiple intelligence theory is said to be a threat to formal education, a death knell as they say, believing that teaching to address a single kind of intelligence is already hard. However, most schools have actually responded positively to Gardner’s theory as it is said to validate educator’s everyday experience, recognizing the difference in the way students think and learn. At the same time, educators have recognized the possession of the seven kinds of intelligence as a necessity in living life well. It is for this reason that teachers are being called to attend to all kinds of intelligence, not just the two kinds of intelligence traditionally addressed by educators and educational institutions (Smith, 2002). MI is a means to foster high quality work. MI should be used as a tool to promote a high quality of education instead of just a theory (Smith, 2002). Creativity is promoted in the nuance of education and by which it helps the production of more creative ideas to continually support the existing knowledge we learn in school. Students are also encouraged to learn beyond the four walls of the classroom, in preparing them for the real world. They are equipped with facts that they could apply in their day-to-day lives. Gardner’s multiple intelligence theory has inspired a lot of schools to undergo educational reforms that could help raise the quality of education. According to Thomas Armstrong (2000), several methods have been incorporated in teaching academic topics. For example, the study of the law of supply and demand in economics does not just involve linguistic and logical-mathematical intelligences such as studying by reading about it and the mathematical expressions by which the law is expressed. In the study, spatial intelligence is also incorporated through examination of graphic charts, observing the laws of the natural world (naturalist), the human world of commerce (interpersonal), the law in terms of one’s own body (bodily-kinesthetic and intrapersonal) or even the writing/finding a song that proves the accuracy of the law of supply and demand. It is for this reason that numerous schools have redesigned their curriculum to satisfy the needs of the people possess different types of intelligence. Arts PROPEL, in the US have developed a series of modules that serve the goals of the curriculum as well as the needs of its students. MI is a means to foster high quality work. Using MI as a tool to promote high quality student work rather than using the theory as an end in and of itself (Smith, 2002). Creativity is promoted in the nuance of education and by which it helps the production of more creative ideas to continually support the existing knowledge we learn in school. Students are also provided not only to think inside of the boundaries of the classroom but rather prepare them in the real world and set them in more ways than one. One which is only equipped with facts but not able to apply it in situations he or she faces. In the same way, Patricia Bolanos designed a public school in Indianapolis that supports the multiple intelligence theory. The curriculum is designed in such a way that it helps in finding the kind of intelligence a student is said to be possessing and at the same time, guide them in enriching what they have. Through the different steps that these schools have taken, they have in a way, considered the role of people who exhibit other kinds of intelligence. At the same time, the theory of multiple intelligence has become of vital importance to language teachers as it has allowed them to examine their teaching methods and how it effectively caters the need of their students. Different approaches shall be used in order to address the intelligence profiles of the students. Once again, the said theory has been responsible in enhancing the curriculum design, lesson planning and program development of various schools (Zulkuf Altan, 2001). Conclusion The rise of Howard Gardner’s multiple intelligence theory has lead to different reactions by the academe and psychologists, considering its importance in every day lives. Schools require students to meet a certain score in their achievement tests before allowing them to enter into their respectable institutions. It showed the society that other intelligences, aside the two traditional ones that have been regarded as important in the society is important and should also be taken into consideration. Students have different interests, react to different subject matters and topics and of course, adopt different ways of taking in information (Gardner, 1995).. It is for this reason that educational institutions nowadays have readjusted their curriculum, in their hopes to cater to artistic, musical, body intelligences, etc. It is believed that it is only through this that schools could properly respond to the needs of their students having possessed a different type of intelligence, aside from the traditional, more popular ones (Gardner, 1995). With the multiple intelligence theory, various learning-styles have been built on particular sense modalities such as auditory, visual and kinesthetics, believing that it is only through this that educators may transmit the lesson and information to the brains of their students without giving them a hard time, giving them the access to information that could best meet their needs (Gardner, 1995). REFERENCES Armstrong, T. (2000). Multiple Intelligences. Retrieved October 21, 2007 From http://www.thomasarmstrong.com/multiple_intelligences.htm Klein, P.D. (1997). Multiplying the Problems of Intelligence by Eight: A Critique of  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gardner’s Theory. Retrieved October 21, 2007 from Jstor Database Gardner, H. (1995). Multiple Intelligences as a Catalyst. English Journal Vol. 84 No.8. p.8. retrieved October 21, 2007 from Jstor Database Gardner, H. and Hatch, T. (1989) Multiple Intelligence Go to School Educational  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Implications  Ã‚  Ã‚   of the Theory of Multiple Intelligences, by Howard Gardner. Educational  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Researcher.  Ã‚  Ã‚  Ã‚   Volume 8. No. pp.4-10. Retrieved October 21, 2007  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   from Jstor Database Smith, Mark. (2002). Howard gardner, multiple intelligences and education.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Retrieved October 20, 2007 from http://www.infed.org/thinkers/gardner.htm Wikipedia, the free encyclopedia. (2007). Multiple intelligences, Retrieved on  Ã‚   October 20, 2007 from  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences Zulkuf Altan, M. (2001). Intelligence Reframed: Multiple Intelligences for the 21st  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Century, Review. TESOL Quarterly: Vol. 35, No. 1, p. 35. Retrieved October 21,  Ã‚  Ã‚  Ã‚   2007  Ã‚  Ã‚   from Jstor Database