Right to Vote 15th Amendment Research Proposal Example | Topics and Well Written Essays - 2000 words

Right to Vote 15th Amendment - Research Proposal Example And that principle is the individual’s freedom from obligation and coercion by a governing body. It was from such a principle that America derived a system of capitalism which ensured each citizen could achieve—by his own hands—the so-called â€Å"American Dream†. Nevertheless, America has not always lived up to this standard; at times in history, it has seen the political philosophy of Jefferson’s magnum opus assaulted and tarnished with hypocrisy. The assault on individual rights—and the natural equality of man—took the form of rampant racism in Jim Crow laws for nearly a full century. But it was the Fifteenth Amendment which helped restore some loyalty to the principle of individual rights. Indeed, the Fifteenth Amendment to the Constitution secures a legal framework that is ultimately most consistent with the principles upon which the United States declared itself a free and sovereign nation. What, in detail, was the philosophical imperative for the Fifteenth Amendment? Such a question will receive its due attention later on; now, however, it would be useful to critically examine the history of the Amendment, and its practical necessity in the context of the political climate of its time. To examine its history, we must try to immerse ourselves in the type of culture which made it indispensable: a climate of racism and political instability. Indeed for much of the 19th century, the historiography for the period known as Reconstruction (1865-1877) in America was dominated by a traditional interpretation which held that the Radical Republicans enforced black supremacy in the defeated Rebel states, and that the Reconstruction period was an orgy of corruption instituted by carpetbaggers, scalawags, and freedmen. Nevertheless, by the end of the middle 20th century, this interpretation had been almost completely toppled: instead, the freedmen were

Hazardous material managment and HAZMAT teams Case Study

Hazardous material managment and HAZMAT teams - Case Study Example Proper management of hazardous materials entails minimization of the risks associated with such materials to the entire society while at the same time avoiding shifting of the risks to other sectors. This paper explores the issues of hazardous management and the Hazmat team. Hazardous materials encompass all materials classified as having the potential to cause harm or affect the wellbeing of people, the environment as well as property (Raven, Hassenzahi & Berge, 2011). Such materials fall into different categories including radiological and nuclear particles, biological and chemical materials. Threats of bioterrorism have seen classification of various microorganisms such as bacteria, viruses, fungi, rickettsial agents among other toxins as potential hazardous biological materials (Public Safety Canada, 2011). Classification of these microbes as hazardous materials lies in their ability to be dispersed in aerosols and the health risks they pose on the people and the environment. Health complications associated with these biological agents pose lethal and disabling threats to humankind. Radiological and nuclear materials on the other hand pose great health risks on exposure to people, animals and other components of the ecosystem due to their ability to react and damage living cells as well as induction of changes in the genome. Chemical substances with the potential to influence the normal functioning of the human body and the ecosystem also fall under the category of hazardous chemicals or materials. Hazardous material incidences refer emergencies or incidents that pose great risks of infections, contamination and potentials long-term effects on the wellbeing of people and the environment (Raven, Hassenzahi & Berge, 2011). The scope of hazardous materials incidents entails fires, explosions, chemical leakages and spills, and hazardous material transportation accidents among other incidences such as bioterrorism attacks.

Effect of Robot Technology for Post Stroke Gait Improvement

Effect of Robot Technology for Post Stroke Gait Improvement Introduction Stroke is a one of the most severe health problem worldwide; it is a syndrome characterised by signs and symptoms that develop rapidly resulting in focal and global loss of cerebral functions. These sign and symptoms resulting from vascular insufficiency last for over 24 hours eventually results in severe physical and functional disability or may also cause death. It has been also found that per year prevalence rate of stroke is high i.e. 2/1000. However, the mortality rate of stroke is reduce in past few years but it is still the second most cause of death worldwide following chronic heart disease and third-most leading cause of death in New Zealand following cancer at first and chronic heart disease at second. Moreover, because of the poor functional outcome in majority of post-stroke patients, makes stroke as an utmost cause of disability worldwide; as one-third of post stroke population suffers with severe functional disability even after five years of stroke. Besides, over 7000 stroke incident reports per year in New Zealand; 3/4th of this post stroke population have to live dependently on others for their Activities of daily living. Eventually, post-stroke functional disability and rehabilitation cost of post stroke victims results in increase holistic socioeconomic burden; in conjunction with victim and their respective family member, i ncreases the worldwide economic burden at 4% (Barker, 2010). According to previous studies; neuroplasticity mechanism plays an imperative role in post-stroke functional improvement. In an endeavour to achieve effective functional recovery, it is mandatory to use neuroplasticity mechanism effectively is an essential goal to include during the stroke rehabilitation (Pekna, 2012). Whilst, multidisciplinary treatment approach and task specific training embellish with consistent repetition or high intensity task practice are also vital for functional recovery after stroke1. Therefore, it is essential to include these fundamental principal during the goal setting of stroke rehabilitation (Langhorne, 2011). Furthermore previous studies reveals; coordinated reciprocal movements and pastoral tone is reduce or lost subsequently post-stroke. Therefore, gait alteration is one of the most common disability among post-stroke patient; as 30% of the stroke survivors have impaired walking ability i.e., slow walking velocity in conjunction with decrease endurance and poor ability to adopt constrains during walking (Tilling, 2001). Eventually, in an endeavour to improve activities of daily living and functional independence among stroke victim; an independent ambulation is an important goal to achieve during stroke rehabilitation. Kwakkel (1999), suggest the imperative role of motor control in improving the ability to control and regulate normal pattern of movement. Besides, it has been also found from studies that for an efficient motor relearning programme it is important to emphasize on the three essential components: Neural; Muscular and; Biomechanical . Therefore, it is essential to focus on high intensity and diversity of specific tasks during the post stroke relearning of skilful movements. Consequently, multidisciplinary approach is supposed to be more beneficial and important for the motor relearning of the stroke patients. Evidently it has been conclude from the previous studies; although innumerable of stroke victims reported worldwide; besides a huge variability in treatment approaches for post-stroke rehabilitation also exists. Therefore, in manoeuvre to reduce post-stroke disability, it is essential to have a reliable and effective rehabilitation treatment. In the recent years a new technology with the help of advance computational approaches and sophisticated electromechanical components has been developed and named as Robot. A robot is develop and design in such a way that it can be re-programmable and perform multi-functional tasks by moving specialize devices. Therefore, it can be used to accomplish a specific task by programming it to produce variable specific motion movements (Pignolo, 2009). As it has been already conclude that the utmost requirements are the consistent repetition or high intensity task practice in stroke rehabilitation; because of the available advancement in technology, it is advantageous to use robot as an effective intervention in stroke rehabilitation (Stein, 2012). Majority of studies have been done to determine the effect of conventional rehabilitation approaches on the variables (function and walking speed) associated with gait training of stroke patients. In most of these studies conventional physiotherapy treatment was included to rehabilitate the gait of the stroke patients therefore; the results of these studies is mainly based upon single treatment approach. Apparently, results of these single treatment approach studies may not be that much beneficial because of the diversity in post-stroke functional loss. Eventually, as soon as robot technology is accepted as an effective intervention for the rehabilitation for stroke; majority of studies are now focus on effectiveness of therapeutic rehabilitation robots surge dramatically. As it has been already found, that the high dosage intensive training and high intensity functional task practice plays an imperative role in stroke rehabilitation. Besides, it has been also reveal that robotic technology has the advantage of delivering this high dosage intensive training and consistent practice of specific functional task. Therefore robot technology as an intervention can play an imperative role in minimizing the adverse post stroke disability effect. Therefore, the aim of the current study is to compare the effect of robotic technology as an intervention on the functional improvement and gait training in the insight of evidence that; a robotic technology as an intervention enhances functional and gait improvement among post-stroke people. METHODS Search Strategy In the present study, a variety of electronic database were search for the initial literature search: EBSCO and Medline health database, Elsevier, PubMed, google, Pedro, AUT library database. Extensive key word were included for the initial search: Stroke; post-stroke disability; neuroplasticity; motor disorder; functional impairment; gait dysfunction; stroke rehabilitation; conventional treatment approach, robot intervention . In the manoeuvre of standardized approach during the search procedure; the list of keyword and all their combinations were used uniformly for searching the literature. Furthermore, additional keywords were added to the main keywords list included review,critical,meta and systematic review when searching for past review articles on stretching and exercise interventions. Study Selection Inclusion Criteria: There was not limitation on the date of publication but search was limited to articles publish in English language. The studies having randomized controlled trial and quasi-experimental studies; comparing either the experimental group with another intervention or with a control group were eligible to include in the present study. The study was restricted to those post-stroke patients who are in sub-acute or chronic stage, fully cooperative and able to follow command, having robot assisted rehabilitation for gait impairment and functional disability. Participants included in studies should not have any; pathological restricted ROM, amputation of any lower limb joint. Furthermore, pilot studies and single case studies were excluded in the present study. Data extraction Data from included studies were extracted for the variables of interest: Gait improvement and functional independence. Then for the tabulated presentation of data; it was then presented in the table 2, under the headings: Author; Study design; Intervention; Outcome measures and; Main findings. Internal validity of the studies The internal validity of the included studies for the appraisal and grading of intervention were checked through a modified version of the Cochrane Musculoskeletal Injuries Group (CMIG) scoring system that comprises of eleven items covering aspects of study design. A final overall score or quality rating (out of a possible 11) for all the included studies was then awarded to each intervention paper. Data synthesis In all the included studies; effect of the robot assisted intervention on post-stroke patients was analysed through gait improvement and functional independence. However, most of the studies included in this literature review also have a diversity in the variables of interest therefore, in an endeavour to check quality of the included studies; a pattern of evidence approach was thus used and marked accordingly on the basis of their design and consistency of finding: low quality if it scored 5 to 6; moderate quality if it scored 6 to 8 and; high quality if it scored 9 or above. Among the included eight studies; one found to be of high quality with score at 9 and remaining studies were of moderate quality with an average score at 6 to 8. RESULTS Initially after searching various database, two thousand articles were identified and out of these articles only twenty articles were found to be appropriate for the abstract review. Thereafter, only 10 papers were found to have the full paper review, and then out of these 8 intervention studies were selected on the basis of the inclusion criteria and were further subject to critical appraisal and scoring. The primary reasons for the rejection of papers were the intervention other than Robot. Secondly, remaining non-included studies were focused on the population having either acute phase of stroke, restricted rom and amputation of the lower limb. The information relating to each paper included in the review is shown Figure 1. Figure 1: Flowchart Efficacy of robot intervention in Stroke rehabilitation Selected variables – Robot intervention; Gait improvement and Functional independence Two thousand paper were found 100 articles identified, 20 were suitable for abstract review, 10 papers were selected for the full paper review 8 intervention studies were selected on the basis of the inclusion criteria and were further subject to critical appraisal and scoring Inclusion criteria-RCT; Quasi experimental; English language; Robot intervention; Stroke patients Exclusion criteria Restricted rom; Amputation, Pilot studies, Single case studies Results – One study include is of high quality score at 9 and seven are of moderate quality score at 6 to 8 Quality The scores related to the quality of the papers (QS) varied from 6 to 9. One paper attained a strong quality score each at 9, while all others were at moderate quality score at 6 to 8. The key elements associated with the quality of each paper (blinding of subjects and treatment providers etc.), that were not addressed well are presented in Table 1. Table 1: Internal validity of the studies S.N Author A B C D E F G H I J K Quality score 1 Bandy, W.D. (1994) Y Y Y Y Y N N Y Y Y Y 9 2 Bandy, W.D. (1997) Y Y Y N.P N N N.P Y Y Y Y 7 3 Baranda, P. S. (2010), Y Y Y N.P N.P N N.P Y Y Y Y 7 4 Feland, J. B. (1999). Y Y Y Y Y N N Y Y Y Y 9 5 Feland, J. B. (2001) Y Y Y N.P N.P N N Y Y Y Y 7 6 Ford, G. S. (2005) Y Y Y Y N N N.P N Y Y Y 7 7 Odunaiya, N.A. (2005) Y Y Y N N N.P N N.P Y Y Y 6 8 OHora, J. (2011) Y Y Y N N N N N Y Y Y 6 9 Zakas, A. B. (2013) Y Y Y Y N.P N.P N.P Y Y Y Y 8 Participants From the overall prospective, there were a total of 327 subjects in all the included studies. All the subject included in the studies were stroke patients, having gait impairments and functional dependency. Firstly, it has been found that in all the included studies; an informed consent form was gathered from subjects for their ethical approval. Moreover, in order to keep subjects blinded to the interventions; a randomization of subjects in different groups was done by an appropriate manner. Furthermore, in all the included studies Robot intervention was used as an intervention for the rehabilitation of gait and functional independence. The Robotic device used in all the included studies for the intervention was Lokomat.

Analyse the case study with reference to Michael Porter’s Theory :: Business and Management Studies

Analyse the case study with reference to Michael Porter’s Theory of Competitive Advantage and answer the following question: Does America have competitive advantage in the textile and garment industry? Analyse the case study with reference to Michael Porter’s Theory of Competitive Advantage and answer the following question: Does America have competitive advantage in the textile and garment industry? You answer must include the following elements: 1. A clear outline of Porter’s theory with supporting references. 20% 2. An analysis of the case study with reference to the 4 main elements of Porter’s Diamond. (N.B. You will not be able to comment on company structure, as the case study does not include information on this. You should, however, refer to factor conditions, demand conditions, firm rivalry and related and supporting industries.) 40% 3. An analysis of the case study with reference to Porter’s secondary points of chance and government actions. 20% 4. Your conclusion. 10 % The remaining 10 % will be for grammar, style, clarity, using the correct system of referencing (the Harvard System) etc. Literature: Michael E. Porter. The Competitive Advantage of Nations. Does America have competitive advantage in the textile and garment industry? For a country to have a competitive advantage, it is necessary to understand Michael Porter’s Theory of National Competitive Advantage. Michael Porter introduced a model that allows analysing why some nations are more competitive than others are, and why some industries within nations are more competitive than others are, in his book The Competitive Advantage of Nations. This model of determining factors of national advantage has become known as Porters Diamond. It suggests that the national home base of an organization plays an important role in shaping the extent to which it is likely to achieve advantage on a global scale. This home base provides basic factors, which support or hinder organizations from building advantages in global competition. Porter distinguishes four determinants: Factor Conditions The situation in a country regarding production factors, like skilled labour, infrastructure, etc., which are relevant for competition in particular industries. These factors can be grouped into human resources (qualification level, cost of labour, commitment etc.), material resources (natural resources, vegetation, space etc.), knowledge resources, capital resources, and infrastructure. They also include factors like quality of research on universities, deregulation of labor markets, or liquidity of national stock markets. These national factors often provide initial advantages, which are subsequently built upon. Each country has its own particular set of factor conditions; hence, in each country will develop those industries for which the particular set of factor conditions is

Cold Comfort Farm Essay

Stella Gibbons’ Cold Comfort Farm is a story of a young woman named Flora Poste, and the result of her life after the death of her parents. She begins her new life living with Mary from the rich aristocratic side of London. However, rather than getting a job and working, she decides that she would like to live in the â€Å"real† world for her upcoming novel she plans to write within the next thirty years. In order to do so, Flora Poste decides she wants to live with relatives that are not necessarily wealthy but rather interesting in a literary perspective for experience. Through this decision, she declines marriage, as well as living with wealthy cousins, and leaves for Cold Comfort Farm to live among her first cousin, Judith Starkadder. Cold Comfort Farm is an old cursed farm inhabited by pessimistic hard-working poor individuals. Flora Poste’s arrival is barely welcomed as she learns to understand and adapt to the new miserable culture of Cold Comfort Farm. She learns of how her father had committed a terrible sin that no one speaks of, for which she wants to atone for her father’s wrongdoing. She learns of her Great Aunt Ada Doom, who has secluded herself from society and lives in her room alone due to the sin she had seen Robert Poste commit at youth. However even through all these downfalls, Flora Poste keeps a high head up and attempts to change life on Cold Comfort Farm. Flora Poste’s character is shown through her interaction with the people of Cold Comfort Farm. An example of this is when Flora Poste meets Miriam who is in labor, and explains to her how her situation can be resolved through protection and explains her knowledge of family planning to her. Flora Poste shows her sincerity when she interacts with Rubin. After making tea for him, he angrily tells Flora Poste how she cannot do the jobs that Rubin can. Rubin is worried, however Flora Poste explains how she does not want the farm, and how she would leave the farm to people who know how to handle it, such as Rubin, which makes him think twice. Slowly, Flora Poste is â€Å"tidying up† Cold Comfort Farm. Flora Poste’s interference on Cold Comfort Farm society turns into a positive influence. She grows with her relatives and aids them with their conflicts. Flora Poste aids her preaching cousin through a magazine ad of a Ford vehicle; she aids Adam with his cleaning and helping him with his personal issues. However, the one person she cannot seem to get through to is her Great Aunt Ada Doom, who refuses to listen, and consistently tells Robert Poste’s child that she saw something nasty in the woodshed. At a family meeting, every individual has explained the positive influence and changes in their lives thanks to Flora Poste. The only person that is not happy with this is Great Aunt Ada Doom. Even after a conflict arises, Flora Poste’s positivity brings happiness with everyone. It is learned that every member of the family was miserable and trapped, always aiding Aunt Ada Doom and never being truly happy. Aunt Ada Doom feels that everyone has left her and betrayed her. Flora Poste then aids Seth with becoming a movie star by bringing by Mr. Neck, who is looking for upcoming English movie stars and chooses Seth with no questions asked. Even when Great Aunt Ada forbids Seth from leaving, he leaves anyway. Towards the end of the story, Aunt Ada Doom and Flora Poste have a long conversation together, which results in a new change. At Flora Poste’s cousin’s wedding, Aunt Ada Doom arrives in fancy clothing and explains that although the wedding did not go the way she wanted it to, she has learned to be optimistic and is very happy at the wedding and compliments the bride and groom on how beautiful they look together. Aunt Ada Doom then talks about her great niece, Flora Poste, and how her influence has changed her life. It is essential to say that a smile appears out of Aunt Ada Doom’s lips. The influence that Flora Poste has on Cold Comfort Farm ends up changing the mood of the society. Her relatives end up pursuing their dreams and in return find true happiness. Originally these people, were trapped under the influence of Aunt Ada Doom, who saw something nasty in the woodshed, Whatever it was she had seen ruined the mood of everyone in Cold Comfort Farm, due to her isolation, and lack of respect for anyone, including herself. Flora Poste brings out everyone’s inner respect by giving respect primarily, she never brought herself down and always kept her head up, making her influence that much stronger.

Communication competency Essay

1. As you study Henry’s problem, think about what you would advise Henry to do. I would advise Henry to assess the reasons why the supervisors are requesting transfers to other stores. Although Henry does offer his supervisors a pay incentive plan that provides financial rewards to employees who cut cost and increases sales, he does not take the time to communicate with his employees to find out if they have the tools that they need to perform their jobs effectively. Henry should meet with his supervisors once he discovers where he missed the mark. He will then be better prepared to improve his communication methods with his staff of supervisors. Once he makes this necessary change this could mean a world of difference in regaining the trust of his supervisors as this will display to them that he is listening and recognizes that there is in fact a problem and that he intends to right his wrong. 2. What does Henry need to know about communication competency? Henry needs a basic understanding of communication competency, at the minimum. This would be the least amount required for someone in his position. It would be preferable that a manager have an extensive amount of experience in communication competency, but at the minimum, Henry should be able to effectively communicate with his peers and subordinates, including the two managers. In this scenario, Henry has not taken any proactive stand at any time to actually communicate with the managers under his supervision. 3. Discuss the relationship between communication and motivation. There is a strong relationship between communication and motivation. In order for employees and managers to both become and stay motivated, communication is essential. When there is an active dialogue between managers and subordinates, it provides motivation because the employees/managers are aware of exactly what is expected of them, and the lines of communication are open. Employees that know that the lines of communication are open are more likely to make use of the communication process by discussing grievances and other issues with their supervisor. 4. Directly reference the theories of motivation you have learned about in this unit. The rewards theory is predominantly used in this scenario. Henry is using a pay incentive program to reward the supervisors for cutting expenses and/or for increasing sales. By doing so, he is rewarding based on the actions of the supervisors and their ability to accomplish the goals that lead to greater pay through the pay incentive program. According to the Rewards Theory, the actions of the supervisors will continue as long as they are receiving pay incentives which act as a reward for their actions. If Henry ends the pay incentive program, the supervisors will have less motivation to reduce expenses and increase sales, which will likely lead to a decrease in supervisor performance in these areas. The Social Information Process Theory is also predominant in this scenario. This theory is based upon the premise that people’s needs and attitudes are determined by the information available to them at any given time. This can be applied in regards to Henry and the supervisors, each from their own standpoint. Henry has a lack of information as to why the supervisors are requesting transfers. Although it can be reasonably assumed that they are requesting transfers due to a complete lack of communication from Henry, he is unaware of the specific reasons. The supervisors are not receiving information from Henry. His contact with his subordinates is very limited, or so it appears so based on the details of the case. This has created a condition where the lack of feedback and information given by Henry to the supervisors has created attitudes in the supervisors based on the lack of communication, which is a detrimental aspect of the relationship between Henry and the supervisors. 5. Relate the case to the following ten work-related items Be specific about the participants of the case and the work-related items. 1. Sensitivity to personal problems Henry is under the impression that because he is busy and works hard that his complete lack of communication skills should be acceptable. He believes that the managers should be thankful for how hard he works for them, and to benefit them by what he believes to be always considering their best interests. 2. Interesting work Henry believes that because he has given the supervisors a viable means to stay engaged in their work, that they should find the work interesting. This is not directly stated by Henry but is reflected in the intonation of his comments when he reacts to the news that the supervisors have asked for transfers. 3. Salary Henry has added to the pay structure by implementing a pay incentive program for the supervisors. Henry believes that ideally the program should provide enough of an incentive for the supervisors to work hard, and to accomplish the goals of increasing sales and/or decreasing expenses. The managers likely feel that the pay initiative is an added benefit, but still completely lack any real form of communication with Henry. 4. Job security It is apparent that the supervisors enjoy having job security, or they would have terminated their employment instead of requesting transfers. Henry likely has job security as well, but not enough information is given concerning Henry’s position to make an accurate determination or analysis of his position from a job security standpoint. 5. Loyalty of company to employees Although it is evident that Henry believes he is being loyal to the supervisors, there is a complete lack of communication, and the degree of loyalty that the two supervisors believe is taking place would be much less than Henry’s opinion. It also appears that Henry has loyalty to the employer, which is indicated by his comment about working hard for the benefit of the managers. The managers also show loyalty to the company, because they request a transfer and do not terminate their employment. 6. Tactful and constructive criticism Based on the information provided, Henry has not given the supervisors any constructive criticism. The pay incentive program does not constitute any form of tactful or constructive criticism because it is being used as a sole motivator with no feedback or communication. Because there is a lack of constructive criticism between Henry and the supervisors, Henry appears withdrawn and non-communicative with his subordinates. 7. Appreciation for work Henry is under the impression that the supervisors don’t appreciate how hard he works. The supervisors have no indication if they are appreciated, because Henry has been completely non-communicative. The main reason that the supervisors want to be transferred is so that they can receive constructive criticism and feedback regarding their work, which they can then use to increase their knowledge, skills, and abilities for their given positions. 8. A sense of belonging Because Henry has mostly isolated himself from the supervisors, there is likely a predominant feeling on behalf of the supervisors that they don’t belong. Henry has made no substantial effort to include the supervisors in any constructive manner. Henry feels he belongs to the company, which is indicated through his dedication and hard work, but he has isolated himself causing his subordinates to likely feel as if they don’t belong as a viable part of the company. 9. Good working conditions Henry has not advocated good working conditions by his behavior. If the working conditions were solid, the managers would have never requested a transfer to a different location. In order to improve the working conditions, Henry needs to completely restructure his communication methods. 10. Opportunities for advancement There is no indication that any employee, manager, or supervisor can advance from their current positions. Henry would be the main factor in communicating possibilities for advancement to his staff, and there has been a clear lack of communication. This also is hazardous to employee motivation and employee morale.

Music in Different Worlds essays

Music in Different Worlds essays Music has always been a part of Cambodia. The life styles were limited, among these musicians, there were the Khmer rouge, full time labor workers, and politicians. A large percentage of Cambodians were forced into poverty and underpaid jobs. Their lives were constantly troubled by daily escapes from robbers, guerrillas, and powerful armies that disagrees with the laws of the country. The Khmer rouge, former guerrillas and the most powerful army that had ever opposed the government had taken more lives than natural deaths over a decade. During times of hardships and warfare, the only escape from reality was music. He,, Samphoun Em, was only fifteen years of age when he first picked up a guitar. Knowing he had to be able to make a constant payment to afford and keep his only source of entertainment, for there are no personal rights involving one's property. After three years of full time labor, he was then able to claim and bring home his most prized possession. Keeping good care of the picks and strings he had access to, for if he had lost or broken any of the two, it would've meant more months of hard labor. Every so often after work, he would spend at least two hours to catch up on lessons and surpass his latest talent. He was persistent and frequently disappointed with his slow learning process, with a confidence that he would one day master the art of playing the guitar. The confidence that shone in his eyes came from the gratitudes and awes from his brothers and sisters. Watching their faces light up as he would show off his new talent, fretting at his parents whom tried to disallow his learning. They were worried he was capable of showing off his great gift and distract laborers from their work, this meant being punished by a severe beating or even sentenced to death. Voices rose as he went into his second hour of daily practice, "You kids stop that fuss and return to your studies." No one would move on the first notice,...

Last Minute PSAT Cramming Tips

Last Minute PSAT Cramming Tips SAT / ACT Prep Online Guides and Tips The PSAT is coming upfast. Test day will be here whether you've been studying or not.For the SAT, I would recommend delaying for a later test date, but that's not really possible for with the PSAT. You may have less than three weeks left, which means you're going to have to cram. So? How are you best going to preparefor the ordeal? In this article, I'll guide you through how to prepare, including which techniques to focus on for each section of the test, not to mention test-day techniques (like whether or not to guess if you have no idea). General Guidance There are a few over-arching principles that are crucial to this process. Commit to a Strenuous Process Push yourself hard. Cramming for the PSAT is hard work. It will not, however, build muscles. This test is the NMSQT (National Merit Scholarship Qualifying Test), which is huge news for any National Merit Scholarship hopefuls out there. The PSAT also indicates your likely performance on the SAT, which is great information to have. That way, you know what kind of a fight you're in for as you prepare for the SAT. (Speaking of which, don't delay studying so muchnext time, eh?) Time is of the essence, so make sure you spend it preparing for the test. Don't give up your homework, thoughgrades are hugely important in the bigger picture of college admissions: more important than the PSAT. That being said, the PSAT is not going to determine your fate. The National Merit Scholarship is nice, but colleges won't see your PSAT scores. You've got several more chances to knock 'em dead with your test-taking prowess. So, please: don't blow this out of proportion. Listen to Your Own Needs Rest is beyond important. Practice good sleep hygiene and enact a decently early bedtime starting a good week before the test. Your bodystarts storing sleep not just the night before an event, but the night before that. Plus, if your sleepis usually limited (or simply not great), getting enough sleep can make you experience some extra fatigue, initiallyso give your body time to adjust to getting rest. Temper healthy nerves by way of a reality check. This is an important test, and knowing that the stakes are high can give you some adrenaline and keep you committed to the task. At the same time, as we said above, it's not the be-all, end-all of your life, your schooling, or even your high school career. Keep your confidence, and your calm. Limit stress, fatigue, and pessimism (in other words, the effects of overwork). Monitor your mindset: this is an opportunity to shine, not just a chance to get stomped on. There will be more on this topic later, including specific tipsabout maintaining or regaining your cool in the midst of test day. Preparation You may not havemuch time, but you do have some. Put those last few days or weeksto good use! Cooking, like the taking the PSAT, requires lots of preparation. #1 Take a Practice Test The first thing to do is take a full-length practice test. It's best to take it under test-day conditions if you can, but, if that's not possible, just make sure you get through the thing. If nothing else, this will serve as an opportunity to get thoroughly acquainted with the instructions and what they mean in practice. This will boost your confidence and decrease the time you waste on test day trying to figure out what you're expected to do. This is also a chance to acclimate to the types of questions on the test. Take note of the style and wording of the questions. Especially note that not all questions are technically questionssome include a command term and end in a period. (This is the difference between, "What is the solution?" and "Identify the solution.") See if you can find any patterns. Certain types of questions and formats of possible answers show up disproportionately. Perhaps most importantly, a practice test will show you what areas need some extra attention. Ideally you should work every section of the test as you prepare, but give documented weaknesses a little additional care. #2 Drill Official Questions This applies to all sections: drill. There's nothing like having at some actual questions to show you where your potential difficulties lie. This is an area where both quality and quantity matter. You want to work as many problems as you can, but you also want to dissect what's going wrong when you make mistakes and work through the same (tricky) problems multiple times, to get the hang of those routines. The more you go through the process, the more comfortable that process will become. #3 Reading: Read a Lot You don't have a lot of time, but spend your spare minutes immersed in literature. You're going to be doing a lot of reading on both the Reading Test and the Writing and Language Test. Do your best to become at ease with finding yourself at the bottom of a flood of tricky words. Granted, this would work better if you were starting the process sooner, but even just acclimating to doing that much reading in a short period of time can be useful. If you dive right in now, it'll seem less horrific by test day. This cactus didn't prepare before test day, and now see how overwhelmed he is? Now, I also don't mean you should ditch your homework in favor of the average comic book. Rather, I mean you should spend every spare moment reading The New York Times, Shakespeare's canon, ofFahrenheit 451. Not all reading is created equal. Reading for pleasure and entertainment is amazing. Right now, though, our focus is this test. Reading what's uncomfortable and unfamiliar builds new connections in your brainnot to mention that there's just more meat to dissect, and dissecting text is exactly what the test wants from you. The PSAT is going to present some pretty dense text, and you need to be at least somewhat used to looking at non-contemporary, formal, and/or academic literature. Read attentively and read critically, and get in as much as you can. #4 Writing and Language: Review Basic Grammar You need to know the basic rules that govern sentence structure, etc. (If you have more time, go more in depth.) It's important to know these rules; you can't just follow your ear. As any theater practitioner will tell you, pauses, like emphasis, are completely subjective. I can pause wherever I want in a sentence, and often that will change the implications or even the primary interpretation of the sentence. Don't hang your grammatical hat solely on what sounds right to you, because the test-makersmight have a different intention. Commas, semicolons, em-dashes, and all the rest of those punctuation marks serve strict grammatical purposes, telling us where units of thought begin and end (among other things). It's nuanced, and it's more exactingthan our personal patterns of everyday speech make it out to be. #5 Math: Get Comfortable with Your Tools Review the formulas that will be given to you on the test, as well as those you'll need to have memorized. As for the ones in your test booklet, they're no good to you if you barely recognize them; get familiar with them. As for the rest, you'll be on your own on test day when you find you need them. Practice rearranging equations; there's alot of algebra on this test, and mathematical manipulation is one of the primary skills that the test-makerslook at. Make sure you're comfortable with your calculator. Even if you've been using it in math class, try it out on some of the math problems that you're drilling (right?). There are a few odd functions that'll come in handy, and you may or may not be familiar with them now. Also make sure your calculator is approved. Don't bring an abacus to the PSAT. Test-Taking Tips No matter how much studying you've done (or haven't done), there are a few solid principles that can make test day run much more smoothly. Warm Up the Morning Of Wake up, stretch, do your thingand then do a bit of a warm up. Review tricky practice problems that you've persevered in mastering, and try a fresh, new problem or two. Don't go beyond a simple warm-up, though: don't try to cram new material into your head. At best, it won't stick; at worst, it will muddle you up and stress you out. Feeling Panicky? Work It Out Self-talk is huge. How are you treating yourself? Kindly? Gently? Compassionately? Avoid being harsh or judgmental. Instead, affirm your assets: you've prepared, and you're ready. Put your game face on. Visualize the specifics of what's going to happenand how you're going to handle it all like a champ. Let's try not to end up like this guyhe's not eveninside the test center yet. Answer Every Question There's no guessing penalty, so you can'tlose anything by bubbling in a choice. Do what you know how to do first. Next, eliminate answers where you can. Then, guess away! Guess on everything that's left. Leave nothing blank. To use this technique to your especial advantage, take a moment to read about how to guess strategically. Test-Taking Tips #2 No matter how much studying you've done (or haven't done), there are a few solid principles that can make test day run much more smoothly. Warm Up the Morning Of Wake up, stretch, do your thingand then do a bit of a warm up. Review tricky practice problems that you've persevered in mastering, and try a fresh, new problem or two. Don't go beyond a simple warm-up, though: don't try to cram new material into your head. At best, it won't stick; at worst, it will muddle you up and stress you out. Feeling Panicky? Work It Out Self-talk is huge. How are you treating yourself? Kindly? Gently? Compassionately? Avoid being harsh or judgmental. Instead, affirm your assets: you've prepared, and you're ready. Put your game face on. Visualize the specifics of what's going to happenand how you're going to handle it all like a champ. Let's try not to end up like this guyhe's not eveninside the test center yet. Answer Every Question There's no guessing penalty, so you can'tlose anything by bubbling in a choice. Do what you know how to do first. Next, eliminate answers where you can. Then, guess away! Guess on everything that's left. Leave nothing blank. To use this technique to your especial advantage, take a moment to read about how to guess strategically. Test-Taking Tips #3 No matter how much studying you've done (or haven't done), there are a few solid principles that can make test day run much more smoothly. Warm Up the Morning Of Wake up, stretch, do your thingand then do a bit of a warm up. Review tricky practice problems that you've persevered in mastering, and try a fresh, new problem or two. Don't go beyond a simple warm-up, though: don't try to cram new material into your head. At best, it won't stick; at worst, it will muddle you up and stress you out. Feeling Panicky? Work It Out Self-talk is huge. How are you treating yourself? Kindly? Gently? Compassionately? Avoid being harsh or judgmental. Instead, affirm your assets: you've prepared, and you're ready. Put your game face on. Visualize the specifics of what's going to happenand how you're going to handle it all like a champ. Let's try not to end up like this guyhe's not eveninside the test center yet. Answer Every Question There's no guessing penalty, so you can'tlose anything by bubbling in a choice. Do what you know how to do first. Next, eliminate answers where you can. Then, guess away! Guess on everything that's left. Leave nothing blank. To use this technique to your especial advantage, take a moment to read about how to guess strategically. Test-Taking Tips #4 No matter how much studying you've done (or haven't done), there are a few solid principles that can make test day run much more smoothly. Warm Up the Morning Of Wake up, stretch, do your thingand then do a bit of a warm up. Review tricky practice problems that you've persevered in mastering, and try a fresh, new problem or two. Don't go beyond a simple warm-up, though: don't try to cram new material into your head. At best, it won't stick; at worst, it will muddle you up and stress you out. Feeling Panicky? Work It Out Self-talk is huge. How are you treating yourself? Kindly? Gently? Compassionately? Avoid being harsh or judgmental. Instead, affirm your assets: you've prepared, and you're ready. Put your game face on. Visualize the specifics of what's going to happenand how you're going to handle it all like a champ. Let's try not to end up like this guyhe's not eveninside the test center yet. Answer Every Question There's no guessing penalty, so you can'tlose anything by bubbling in a choice. Do what you know how to do first. Next, eliminate answers where you can. Then, guess away! Guess on everything that's left. Leave nothing blank. To use this technique to your especial advantage, take a moment to read about how to guess strategically. Conclusion It's always best to start any study program with plenty of time before an exam. When that doesn't happen, though, or when it's just not possible, some types of cramming are smarter than other types of cramming. When it comes to the PSAT, taking a practice test and drilling extra practice questions can give enormous benefits. Beyond that, a lot of it is reading and reviewing basic rules. Also, remember: you're going to be working hard, so it's especially important to take intentional care of yourself. What's Next? Learn about the score range associated with the PSAT, so you know what general kinds of numbers you might expect to see when scores come out. Wondering exactly when scoreswill come out? It's a great idea to check out the dates to look for. If you're not sure what agood score might look like, though, take a moment to read about why that's a more complicated question than it seems. Get a sense of what an appropriate goal would be for you, while you're at it. Don't repeat the procrastinate-and-cram cycle for the SAT; start preparing earlier next time around. Take practice tests, and consider an SAT preparation program: PrepScholar has a great, customized program developed by experts, complete with a score-improvement guarantee.

Blade Runner And Fifth Element Cityscapes Film Studies Essay

Blade Runner And Fifth Element Cityscapes Film Studies Essay Blade runner greets the viewer with a fascinating opening scene where the camera hovers over a vast industrial mega polis called Hades. The year is 2020 and overpopulated Hades is trying to reinforce itself. The place is filled with corroded skyscrapers which shoot flame and gases into the environment creating a sense of hazy and polluted atmosphere. Also, in this shot and in subsequent shots flying cars, called spinners, are seen moving around the cityscape. The entire Hades cityscape was a forced perspective miniature set with larger miniature elements in the foreground which get smaller and smaller as we approach the horizon. Special photographic effects supervisor Douglas Trumbull and his crew constructed the whole set on a plywood table which was about 20 feet wide at the back and 5 feet wide in the front. The actual horizon on the screen is just 15 feet away from the camera. They designed the table according the focal length of the camera, which provided them the base in accor dance to field of view of the camera. This sort of careful planning enabled them to build the miniatures just inside the field of view without wasting valuable production time and money. Chief model maker Mark Stetson relied primarily on etched brass cutouts as elements to create buildings in the shot. But because these cutouts were two-dimensional, they had to stack a number of them together and stagger them across randomly to create depth in the whole shot. states that by using this technique Trumbull was soon posed with a problem: â€Å"But as we got into putting the thing together, we realized quickly that the etched metal stuff would have given away the trick if we’d use it too close to the foreground.† They overcame this by building foam cast models and put them in the foreground. Those models were highly detailed and separately mounted using C-Stands. They were positioned carefully so that the camera could fly right in between creating depth. Another hurdle was creating the atmospherics in the cityscape. Director Ridley Scott wanted smoke and haze in the distant background to add to the drama of the whole scene. Douglas Trumbull created this effect using studio fans and smoke detectors. He first contained the set using black cloth all around it and set up the smoke detectors to trigger the fans. So when they fed smoke into the contained set, fans powered up and pushed the smoke around creating a natural progression of smoke in the environment. Describing his perception of the Hades cityscape, Mark Stetson states: â€Å"I just had this scheme, I just wanted to do it as a series of silhouette and smoke. I wanted the smoke to really be the light and the light to light it up. Everything about that miniature had to be lights.† The way light was used in this shot to create volumetric effects and reflections played a major role making it look real and credible. About 20,000 fiber optic cables (about 7 miles long) were used to light the H ades cityscape. The light cables were threaded up from beneath the plexi glass, on which the brass etched cutouts were mounted. They also mixed and experimented with a lot of interactive lights like axial, blinking, etc which created variety and helped improve the overall aesthetics of the shot.

DIGITAL MEDIA PLATFORMS AND EDUCATION Essay Example | Topics and Well Written Essays - 250 words

DIGITAL MEDIA PLATFORMS AND EDUCATION - Essay Example However, it is factual that this mode of education is bringing in a lot of transformation to the student life, like coming up with ‘on-demand’ rather than sequential modes of learning (Power, 2010). At the same time, most institutions are still insisting and using the old systems of personal delivery, timetables, and printed books. The mode of transmission from an educator to a student and examinations as a mode of assessment is still in use (Power, 2010). This research aims at uncovering the impact that the digital media revolution has had on education standards and the effects it is having on the old traditional system. The main aim of choosing this topic is due to the viral nature at which digital media is infiltrating the current generation. This is an aspect that is bound to have effects on various realms, with education as a vital factor in the day to day livelihoods. Findings from the research can be used by education stakeholders on a variety of decision making

Curriculum development Essay Example | Topics and Well Written Essays - 2500 words

Curriculum development - Essay Example Lewis and Arthur (1972) identified definition of curriculum in the following categories: course of study, intended learning outcomes, intended opportunities for engagement learning opportunities provided, learner’s actual engagement, and learner’s actual experiences. They defined curriculum as â€Å"a set of intentions about opportunities for engagement of persons-to-be-educated with other persons and with things (all bearers of information, processes, techniques, and values) in certain arrangements of time and space.† Tanner and Tanner (1980) traced the history of curriculum definitions showing that â€Å"curriculum has been variously defined as: 1) the cumulative tradition of organized knowledge; 2) modes of thoughts; 3) race experience; 4) guided experience; 5) a planned learning environment; 6) cognitive/affective content and process; 7) an instructional plan; 8) instructional ends or outcomes; and 9) a technological systems of production.† Historically and currently, the dominant concepts of the curriculum is that of subjects and subject matter therein to be taught by teachers and learned by students. In high schools and colleges, the term curriculum has been and still is widely used to refer to the set of subjects or courses offered, and also to those required or recommended or grouped for other purposes; thus, terms as the college preparatory curriculum, science curriculum, and premedical curriculum are commonly used. In curriculum terminology, program of studies is more properly used in these connections. Despite efforts for over a half century to achieve broader and different curriculum foci, the concept of curriculum as subject matter persists as the basis of the dominant curriculum design. It was central to and emphasized by the wave of curriculum development in the subject fields that began in the 1950s and was stimulated by the Russian advance into out space and subsequent pressure to improve American education. The concept of the curriculum as

Historical architecture building find one and compare to morden design Essay

Historical architecture building find one and compare to morden design - Essay Example Situated in Santiago de Compostela in Galicia, Spain the Cathedral and the Prague dancing house have certain conceptual links that make their study unique and interesting. The cathedral is the reputed burial-place of Saint James. Construction began in 1075 under the reign of Alfonso VI of Castile (1040-1109) and the patronage of bishop Diego Pelez. It was built mostly in granite. An intricate, exaggerated, and an almost capricious style of surface decoration known as the Churrigueresque developed. Among the highlights of the style, interiors offer some of the most impressive combinations of space and light in 12th-century Europe. Integrating sculpture and architecture even more radically, architects Bernard the elder, and his assistant Rotbertus, and, later possibly, Esteban was in charge of the building. The Western Faade of the cathedral has been embellished and expanded between the 16th and the 18th century in Late Baroque style (the churriguetesque style) by Fernando Casas y Nvoa between 1738 and 1750 and is flanked by two medieval towers. He also constructed and achieved striking chiaroscuro effects in his transparent effective designs.3 Perhaps the chief beauty of the cathedral, however, is the 12th century Portico da Gloria, behind the western facade. This Portico da Gloria in the narthex of the west portal is an epitome of the Romanesque period, which combines masonry, arch, piers and the addition of pure geometrical forms. Thus the Church combines development of the Baroque style in it's many odd and even phases. The Churriguera popularized the blend of religious columns and composite order, the Churrigueresque column, in the shape of inverted cone or obelisk, established as a central element of ornamental decoration and preservation of the Romanesque in its forms that were less twisted in movement or excessive ornamentation and affected a neoclassical balance and sobriety. The whole effect is one of spacious continuation and tortuous, endless in ornamentation and experimentation. The Great Curvature of walls, particularly in urban settings, is probably the most famous of all Baroque inventions for expressing infinite space in the modern buildings of Frank Gehry4. One of the earliest examples of this approach, the exterior wall takes on a convex form, which expresses, and becomes a continuation of the interior space is set by the Church. Frank Gehry's Dancing House too has this effect that resemble Baroque in their fixation on movement and spatial illusions.5 Frank Gehry reflects interest in dynamic spatial and material forms. His own home in Santa Monica is an early example of the way in which he models structural forms to suggest instability, immanence and movement. This use of structural modeling creates the effect of Baroque, both in their geometric, endless surface details, as well as in their intellectual and expressionistic effects. His goals are sheer Baroque; they impart movement and through perspectival play, set up spatial illusions, subverting the vocabulary of conventional forms while more or less leaving it in place."6 The Dancing House reflects a woman and man (Ginger Rogers and Fred Astair) dancing together. Construction is from 99 concrete panels each of different shape

The Concepts of Professional and Professionalism Essay

The Concepts of Professional and Professionalism - Essay Example The professions have fallen under criticism for being elitist and protectionist in their efforts to act as a barrier to entry into the profession and a social shield for their members to protect their income as well as their reputation. Professional associations today are required to be more responsive, informed, ethical, and conscientious in their role of protecting the profession from unwarranted disgrace while reinforcing the public perception of integrity and honor within the professional association. Technology and specialization have resulted in the fragmentation of many professions. Membership in a professional association is most often based on specific skills and qualifications. Today, an association defines the occupation and categorizes the knowledge and skills according to the rigorous guidelines set by the state or the industry. The traditional model of the Professional Association as a limitation to entry into the profession has evolved into a post-modern taxonomic mode l at the cost of producing a student's well-rounded experience in teaching and learning. The professional association (PA) has been a natural outgrowth from the antiquated system of apprenticeship that gained acceptance into the craft, tradesmen, and occupational guilds of the middle ages. With the advent of the 16th century, more complex systems of economics, trade, specialization, and accountability emphasized the critical need of specific occupations to maintain the social order and provide for the governmentality of the nation-state (Evetts, 2003, p.405). By the middle of the 19th century, professionals would form associations that would serve to differentiate their members from the excluded non-members. Scottish accountants were forming PAs under the Royal Charter system for the purpose of gaining legitimacy. The monopolistic hold based on mystification and cultural capital needed for membership has eroded as we have seen in the legal profession. Medicine has been exposed to greater outside pressures and has lost much of their power due to a diminished autonomy. The blurring lines in education between higher education and further education have weakened occupational closure in the field of education. New delivery systems, online learning, continued professional development, and specialty courses have made the professions more accessible than ever.  

Case Study- Malden Mills Essay Example | Topics and Well Written Essays - 500 words

Case Study- Malden Mills - Essay Example The $25 million payment in payroll was bad for the company because it forced the firm to pay additional debt in the long run which raised the fixed costs of the company (Fina-lib, 2011). A good aspect about the decision was that that company built a reputation with the government, private industry, and general public that helped the company in the future land a $19 million U.S Department of Defense manufacturing apparel contract. My decision after the fire would have been either to retire or to move the operations to a foreign country that offered lower operating costs. Feuerstein did not consider the implications of the potential of losing a lot of customers after the fire. Many of the customers that left could not be recovered because they entered into contractual obligations with other manufacturers. If one of the vision’s of the company was to keep the operation in America I would have followed the firm’s vision, but the operation would have been reopened at a smaller scale through the implementation of a downsizing initiative. The firm would have lost between 20-40% of its employees and under no circumstance would I have turned the firm into a social agency by paying free salaries from the money that should have been used to reconstruct the business. Feuersteins philosophy of human resources was that the employees of the company were the most valuable asset the firm had. Retaining and developing human capital was a top priority of the firm. The company had a human resource philosophy that is aligned with the Japanese philosophy of lifetime employment. Feuerstein’s believed that the well being of the employees was his responsibility. 4. Before the fire, Malden Mills was a privately held company, owned by Feuerstein. After the fire, Feuerstein had to borrow money from different creditors in order to rebuild his business. Please answer the following: The difference between a privately owned company and a publicly owned

Historical architecture building find one and compare to morden design Essay

Historical architecture building find one and compare to morden design - Essay Example Situated in Santiago de Compostela in Galicia, Spain the Cathedral and the Prague dancing house have certain conceptual links that make their study unique and interesting. The cathedral is the reputed burial-place of Saint James. Construction began in 1075 under the reign of Alfonso VI of Castile (1040-1109) and the patronage of bishop Diego Pelez. It was built mostly in granite. An intricate, exaggerated, and an almost capricious style of surface decoration known as the Churrigueresque developed. Among the highlights of the style, interiors offer some of the most impressive combinations of space and light in 12th-century Europe. Integrating sculpture and architecture even more radically, architects Bernard the elder, and his assistant Rotbertus, and, later possibly, Esteban was in charge of the building. The Western Faade of the cathedral has been embellished and expanded between the 16th and the 18th century in Late Baroque style (the churriguetesque style) by Fernando Casas y Nvoa between 1738 and 1750 and is flanked by two medieval towers. He also constructed and achieved striking chiaroscuro effects in his transparent effective designs.3 Perhaps the chief beauty of the cathedral, however, is the 12th century Portico da Gloria, behind the western facade. This Portico da Gloria in the narthex of the west portal is an epitome of the Romanesque period, which combines masonry, arch, piers and the addition of pure geometrical forms. Thus the Church combines development of the Baroque style in it's many odd and even phases. The Churriguera popularized the blend of religious columns and composite order, the Churrigueresque column, in the shape of inverted cone or obelisk, established as a central element of ornamental decoration and preservation of the Romanesque in its forms that were less twisted in movement or excessive ornamentation and affected a neoclassical balance and sobriety. The whole effect is one of spacious continuation and tortuous, endless in ornamentation and experimentation. The Great Curvature of walls, particularly in urban settings, is probably the most famous of all Baroque inventions for expressing infinite space in the modern buildings of Frank Gehry4. One of the earliest examples of this approach, the exterior wall takes on a convex form, which expresses, and becomes a continuation of the interior space is set by the Church. Frank Gehry's Dancing House too has this effect that resemble Baroque in their fixation on movement and spatial illusions.5 Frank Gehry reflects interest in dynamic spatial and material forms. His own home in Santa Monica is an early example of the way in which he models structural forms to suggest instability, immanence and movement. This use of structural modeling creates the effect of Baroque, both in their geometric, endless surface details, as well as in their intellectual and expressionistic effects. His goals are sheer Baroque; they impart movement and through perspectival play, set up spatial illusions, subverting the vocabulary of conventional forms while more or less leaving it in place."6 The Dancing House reflects a woman and man (Ginger Rogers and Fred Astair) dancing together. Construction is from 99 concrete panels each of different shape

Case Study- Malden Mills Essay Example | Topics and Well Written Essays - 500 words

Case Study- Malden Mills - Essay Example The $25 million payment in payroll was bad for the company because it forced the firm to pay additional debt in the long run which raised the fixed costs of the company (Fina-lib, 2011). A good aspect about the decision was that that company built a reputation with the government, private industry, and general public that helped the company in the future land a $19 million U.S Department of Defense manufacturing apparel contract. My decision after the fire would have been either to retire or to move the operations to a foreign country that offered lower operating costs. Feuerstein did not consider the implications of the potential of losing a lot of customers after the fire. Many of the customers that left could not be recovered because they entered into contractual obligations with other manufacturers. If one of the vision’s of the company was to keep the operation in America I would have followed the firm’s vision, but the operation would have been reopened at a smaller scale through the implementation of a downsizing initiative. The firm would have lost between 20-40% of its employees and under no circumstance would I have turned the firm into a social agency by paying free salaries from the money that should have been used to reconstruct the business. Feuersteins philosophy of human resources was that the employees of the company were the most valuable asset the firm had. Retaining and developing human capital was a top priority of the firm. The company had a human resource philosophy that is aligned with the Japanese philosophy of lifetime employment. Feuerstein’s believed that the well being of the employees was his responsibility. 4. Before the fire, Malden Mills was a privately held company, owned by Feuerstein. After the fire, Feuerstein had to borrow money from different creditors in order to rebuild his business. Please answer the following: The difference between a privately owned company and a publicly owned

Philosophy of Music Education in the Indian Context Essay Example for Free

Philosophy of Music Education in the Indian Context Essay These goals must be the first and foremost reason why we teach music. To instill an even greater understanding and love of the domain thus enabling our students develop a genuine interest and continue a life long journey that’s undertaken in varying degrees and through diverse roles. Phenix (1986) stress on the fact that knowledge of methods makes it possible for a person to continue learning and undertake inquiries on his own (p. 11). Estelle Jorgenson in her book â€Å"Transforming Music Education† eloquently describes the need for music education to be transformed for the very reason that children be able to continue developing their knowledge beyond the classroom. Effective music education is built of a foundation that encompasses discussions, goals, materials and strategies, based on a teacher’s knowledge and experience of music and child development, educational guidelines and â€Å"overarching, and developing philosophy of music education† (Fiske, 2012). Before I elucidate my philosophy about music, I recognize the need to clarify my stand as a music educator who is passionate and determined to elevate the status of music education within classrooms around India. My Musical Experiences Music has always been a part of me for as long as I can remember. My earliest memories of music, especially the performance aspect, goes back to when I was three years old and sang a solo for a Christmas Concert that was organized by the radio station that my father worked at. I have memories of him kneeling on one knee and playing the guitar for me while I sang after which I was delighted to receive a big present from Santa. Ever since, I have enjoyed performing, and have so felt so comfortable on stage. All along I grew up listening to Christian gospel music and many contemporary arrangements of hymns. Supplementary to that my father offered me a rich experience of Indian hindustani devotional music. I learned songs by ear and didn’t realize what I was missing at this point, imagining what I learned in music to be the only way to absorb and internalize it. Performing was something that I enjoyed doing and it came naturally to me, partly because of my early initiation into leading worship at church. My true test of endurance came about when I was introduced to Western Classical Music at the age of 14, through the study of two years of piano. My teacher, like many others around, displayed an extremely formalistic approach and didn’t do much to expand my understanding of music beyond what was on the page and how I was supposed to read it. In response to this method I didn’t enjoy learning from the pages of notated music books, as much as I did learning by ear, and I continued to develop as a musician who played by ear and improvised at will. Studying opera during undergrad was a trying phase for me because of my inability to â€Å"connect the dots† as easily as I should have been able to. My aural skills remained excellent and I sometimes relied on that to carry me through certain phases. Hard work and determination became my motto, and I spent hours to understand and perfect music that was assigned to me, as I wanted to do my very best. Although I had composed songs earlier, without notating them, the study of music theory opened up a whole new world for me. I could now add variety and richness to my music through the concepts I was learning. Music became a new language for me; I was captivated by the way it lent itself to diverse experiences through different musical roles (something that I wasn’t aware of or didn’t pay attention to earlier). As a Music Teacher Although I initially joined a conservatory to study vocal performance, I found myself deeply drawn towards music education, and during my second semester decided to learn more about devising meaningful and persuasive trategies to improve the standard of music education in India. This thought emerged from an understanding that I had felt almost cheated for having lost out on so many years of studying music formally, yet effectively. I didn’t have a choice because structured music instruction simply wasn’t available at all the schools that I studied in, or the quality of instruction didn’t serve the purpose of educating or informing students like me. What gave the impression of a music class/lesson at school was in reality an enthusiastic way of keeping students occupied for forty minutes in simple singing, with a concert for parents every once a year. We learned songs by rote to perform them, year after year. During those years though, I didn’t realize the limitations that this system came with and continued to enjoy the fact that I was in choir and able to sing. This vacuum remains largely visible and unattended to in schools today, although some music educators in the recent past have taken huge steps towards improving the quality and effectiveness of their instruction in classrooms around India. Their efforts however remain predominantly an enthusiastic endeavor. What is urgently required is certainly something much more than sincere teaching. It calls for a transformation of the present system, giving room for every child to receive superior music education that fits into the whole. The need of every student being met in a transformed educational framework that constantly reshapes itself to accommodate new ideas and strategies. After all, as Regelski (2003) rightly points out that music (music education) is for everyone and not just for an elite few. The turning point in my decision to finally teach music myself came about when I enrolled my four-year-old daughter, Tiara, for after-school piano lessons. I hoped to give her a head start, with the understanding that she needn’t have to face the same challenges in learning music, like I had to. However, after a few classes, I realized to my complete dissatisfaction that there was no structure, no thought and imagination, and no clarity in what was being thought to her. Her fingering on the piano was all over the place for the two songs that her teacher worked on â€Å"Twinkle, Twinkle Little Star. † And â€Å"Baa Baa Black Sheep† Her teacher (I later learned wasn’t introduced to classical notation), taught her these songs by writing letters in a book and instructing her to commit it to heart. Lesson after lesson they would follow the same outline with no emphasis on any other musical aspects whatsoever. I decided I wasn’t going to take this lying down! I had to do all within my capacity to change the face of music education, as the vast majority of people understand it. I began studying about music education as well, to inform and equip myself for the task at hand. Around this period, my voice teacher encouraged me to coach students in voice, and I began shying away from it believing I was under qualified and needed many years of study to begin teaching. However, with a newfound passion and vigor, I accepted to coaching some of his voice students and also began to teach small groups of students on the history of music (because I loved learning about it). Meanwhile, I started training both my young daughters at home constantly developing new ideas and strategies to introduce musical concepts to them. A friend noticed my teaching style and asked if I would teach her daughter too, and thus began my professional journey as a music educator. Four years since then, I find myself accountable for the music instruction I offer to over 250 children across various age groups, who are part of my school. The need is so great within schools, and only a few educators are willing to take the extra effort of educating themselves and being channels of superior music instruction-catalysts of sorts. I am blessed to have a team of ten teachers who share in my vision and work alongside me in imparting music to the children who are part of our music school, â€Å"Harmony†. My long-term vision is to enhance the music programs in India for the betterment of as many children as possible. Individuals don’t realize what they’re missing until they’ve been given a taste of it, a glimpse of the bigger picture (much like my case). Through our school performances I aim on providing a window for the change to take place. A transformation that not only affects my students, but others around them as well through their personal interactions with each other and the community as a whole. My Personal Philosophy â€Å"A field or discipline without philosophical guidance, without critically examined ideals and commitment to their revision in light of the diverse and changing needs of those it seeks to serve, is more akin to an occupation han a profession† (Bowman Frega, 2012, p. 23). For my vision to bear fruit and show evidence of becoming something concrete, I realize the need to develop my philosophy of music to an extent that equips me with the requisite tools to be able to initiate the change that I seek after. In the words of Jorgenson (2008), â€Å"I want to excavate beneath the superficial and demonstrable skills to think about the ideas and principles of music teaching, the things that drive and shapeà ¢â‚¬ . According to Kivy (2002), â€Å"A practice or discipline or body of knowledge, then, seems to become ‘eligible’ (If that is the right word) for philosophy, properly so–called, when it becomes for us a way of life: when it cuts so deeply into our natures as human beings that we are impelled to explore and reveal its innermost workings† (p. 7). It is necessary for me to â€Å"clarify the major dimensions of musical experience† so I can â€Å"effectively offer them to, and nurture them within, â€Å" my students (Reimer, 2003, p. 9), this despite the passion and conviction with which I teach and advocate the need for arts in schools. I have begun to develop a synergistic mindset in my philosophy of music education after my reading and researching the literature, coupled with practical experiences over the last few years. Reimer (2003) points out â€Å" A synergistic mind-set is one open to cooperation as an alternative to contention, to searching for points of agreement or confluence as an alternative to fixating on discord, to recognizing nuances in which seemingly opposed views are capable of some level of contention† (p. 30). I agree with Reimer’s democratic view that musical meaning is meaning that â€Å"individuals choose to give to and take from music, based on their life experiences and their musical orientations. † He further adds that there is to be no â€Å"one right way†, and calls for an adaptation of a synergistic blend in music teaching. Music must involve decision making through discernment and connections within a particular role (Reimer, 2003, p. 213). Eisner (1987) illuminates the need for a curriculum that â€Å"exploits the various forms of representation and that utilizes all of the senses to help students learn what a period of history feels like†(p. 7). Similarly, offering students a basis for understanding music in all contexts involves a thorough exploration of musical meaning within its definitive parameters, along with contemplation or reflection. Introducing students to the music and other art forms of various cultures is a wonderful way to broaden their understanding of the meaning of music. A student does not need to lose his own musical identity in order to study other music. On the contrary, in learning about other music, a student’s life is enriched. Reimer states, â€Å"In the spirit of adding to the self rather than substituting other selves for one’s self, the study of the music of foreign cultures enriches the souls of all who are engaged in it† (p. 191). Music and Meaning As advocates of music, music educators are often expected to express the meaning of music through words, yet words are incapable of truly describing the beauty and emotion felt through experience. â€Å"The concern is not to arrive at a definition and to close the book, but to arrive at an experience† (Ciardi, 1975, p. ). Ciardi states that there â€Å"still lingers belief that a dictionary definition is a satisfactory description of an idea or of an experience† (p. 1). Words may attempt to describe music, yet true meaning must be derived from the actual music experience Reimer (2003) discusses the difference between meanings drawn from words or language and the meanings found through music. He writes, â€Å"Language is created and shared through the processes of conceptualization and communication. Music is created and shared through the process of artistic/aesthetic perceptual structuring, yielding meanings language cannot represent† (p. 133). â€Å"The real power of music lies in the fact that it can be â€Å"true† to the life of feeling in a way that language cannot† (Langer, 1942, p. 197). Phenix (1986) highlights the need to look for aesthetic meaning in music concluding that there has to be a delicate balance between descriptive proposition that serves the purpose of laying out a historical background and allowing for freedom to gain perceptual features. Though music may evoke emotions in my students as they compose or serve as an outlet for their feelings when they perform, the ultimate significance of music lies in its ability to symbolize/portray deeply felt emotions. In the pages of his article, How Does a Poem Mean, John Ciardi (1975) shares with the reader his view that language is not capable of completely conveying the meaning that is discovered through experience. Living through the poetry is more powerful than attempting to interpret it. I believe that language does, however, serve a purpose of enhancing and is required when teaching for musical meaning. Words such as diction, metaphor, rhythm, and counter rhythm describe elements that lead to the understanding of form. Once a student can identify changes in the form through performance, â€Å"he will have identified the poem in action† (p. 95). He will no longer ask what the poem means but will see â€Å"how it means† (p. 95). Ciardi suggests questions such as, â€Å"Why does it build itself into a form out of images, ideas, rhythms? How do these elements become the meaning? † and â€Å"How are they inseparable from the meaning? † (p. 100). These questions are helpful in leading a student to the ultimate meaningful experience. Likewise, music students may use their knowledge of musical elements, such as rhythm and dynamics, to see â€Å"how† a piece of music means. Reimer (2003) says language has the essential function of disclosing and explaining the music. Music elements are inseparable from the performance of the music as they help to explain the musical experience. On their own, however, words and definitions remain dull and lifeless. I believe students should be immersed in the experience, while in a chorus, performing their instruments and listening to those around them. Meaning can be discovered through active participation in music and through the emotion and beauty the music portrays, for â€Å"Music means whatever a person experiences when involved with music† (Reimer, 2003, p. 133). Ciardi’s (1975) statement: â€Å"It is the experience, not the final examination, that counts† (p. 3) is particularly striking. The Indian society places high emphasis on examinations in music as with other subjects, very often overlooking the need for students to value their experience through the process of learning. I sometimes feel pressured by the community to meet high concert performance expectations and good examination results. Although I recognize that performance and the International music exams is a wonderful opportunity in which students can share their music with the community, or understand their level of competency, the true reflection of meaning in the music should be experienced in day-to-day music making within my classroom. I do my best not to focus on the examination repertoire alone but to include other music as well giving them a chance to draw out meanings and experience the music. Ciardi (1975) describes a poem as a â€Å"dynamic and living thing† (p. 10). He continues stating, â€Å"One experiences it as one experiences life. One is never done with it: every time he looks he sees something new, and it changes even as he watches† (p. 10). Similarly, music is capable of revealing something new each time it is experienced. The meanings my students derive from an initial listening of a piece of music may be vastly different than the meanings understood months or years later. The meaning of music constantly changes with personal life experiences and new perspectives. Reimer claims, â€Å"Music education exists to nurture people’s potential to gain deeper, broader, more significant musical meanings† (p. 133). I believe my students should derive their own meanings from the musical experience and without my influence. By explaining meanings to them, I face the fear of casting into oblivion the celebration of their own unique experience with the music, much the same way a language teacher might, in more ways than one, take away from the experience of a students â€Å"feelingful† experience of poetry as she explains the meaning in the verses of the poem. Instead of teaching â€Å"what† music means, I will instruct students on â€Å"how† music means, enabling them to derive meaning from experiences that occur beyond the classroom, and within their own roles. Feeling through Music â€Å"Music does for feeling what language does for thought† (Bowman, 1998, p. 200). As a musician, I understand the power of music to evoke feelings. Listening to or performing a great work of music in a concert hall may bring tears or chills to the musician in a way that only music is capable. Similarly, students’ emotional lives may be heightened by experiences in the classroom. According to Reimer (2003), the â€Å"emotional dimension of music-its power to make us feel, and to â€Å"know† through feeling-is probably its most important defining characteristic† (p. 72). In Western history, emotion has often been regarded less valuable than intellect (Reimer, 2003). Some people do not consider the arts to be as important as other core subjects such as math and reading in education due to the belief that arts are based on emotions and not reasoning or intellect. Recently, however, scientific scholars have begun to recognize that human intelligence, or cognition, is exhibited in a variety of forms, directly related to functions of the body, and tied to feeling. Dimensions of the mind, once thought to be separate and unrelated, are now known to work together, contributing to the things we know and experience. Anthony Damasio, a research neurologist, believes â€Å"feeling is likely to be the key factor in human consciousness itself and an essential ingredient in human cognition† (Reimer, 2003, p. 76). The capacity to feel â€Å"pervades and directs all we undergo as living, aware creatures† (p. 8). â€Å"Direct experiences of feeling are embodied in music and made available to the bodied experience of those engaged with it† (p. 80). The use of descriptive and symbolic language in the classroom, in the teaching of a varied repertoire of expressive music, aids in drawing out these responses of feeling from students. Including music that is heavy and loud or delicate and light will bring out an array of feelings. I believe students should be given an opportunity to articulate these feelings through journaling and in-class discussion.

The Continued Growth Of Oreo

The Continued Growth Of Oreo Oreo can be satisfying more that just the drive (hunger). Oreo satisfies the nurturing need example, a mother having difficulties in feeding her 4 to 6 years old child with some nutrition food, can consider Oreo to feed her child with a sip of milk. Oreo satisfies the imitation need example, kids watching the Oreo ad on TVs while the other kids are enjoying twisting, that cookies licking and dunking the cookie into a glass of milk.This forces the that cookie right away and imitate the same steps. Oreo also adults like to have fun once in a while individually or even with their kids. Growth in the Saudi Arabian biscuit market is being driven mainly by two factors. Firstly, the marked increase in advertising spend by multinationals such as Nabisco, Master Foods and Danone. Secondly, the popularity of emerging products such as chocolate-coated biscuits and bread substitutes, which have recently been launched in the market. Research has shown that biscuits, particularly sweet biscuits, are generally sold at low prices, averaging between SR0.25 and SR2 (US $0.06-US $0.53), or a single-serve pack and enjoy excellent distribution in all outlets. The biscuits sector is highly developed owing to the strength of the local industry in Saudi Arabia, represented by large manufacturers such as United Food Industries. Oreo sales showed a fluctuating result during the past 13 years. When Oreo initially was launched into the market, sales increased to a high extent for about 3 years but then sales decreased for a long period during 1997 to 2002. Oreo marketing became aware of their loses and immediately went back to action and changed their marketing mix and started to introduce several different new products. This effort resulted with high sales in 2008. Sales were amounted to $4 billion and market share 41%. 2.0 Background Oreo 3.0 Marketing Mix 3.1 Product The basic design of an OREO cookie has not changed since its introduction: two round chocolate cookie wafer joined by sweet vanilla crà ¨me filling. 3.2 Promotion Key factors in the continued growth of OREO are the brands award-winning advertising and best-in-class consumer promotions. The brands approach to engaging consumers stays true to its essence: creating connections through the classic OREO and milk ritual that brings people together in moments of childlike delight. Whether its twisting, licking, dunking, or a combination of all three, OREO offers everyday moments of connection that other snack brands cannot match. Throughout the years, the brand has brought to life the powerful OREO and milk connection in a number of innovative advertising and promotional channels. One unique example is a panoramic elevator in a shopping mall that dramatizes the traditional OREO and milk connection: a picture of an OREO cookie on the elevator dunks into a glass of milk as the elevator descends. Because the OREO and milk moment is central to the brands identity, the advertising tagline was switched from Americas Favorite Cookie to Milks Favorite Cookie. Another unique trait of OREO is the brands unified worldwide marketing strategy. While the communications are translated and adapted for local cultures, the core communication of special moments of childlike delight enabled by the TWIST, LICK, AND DUNK ritual using an OREO and milk is consistent across the globe. With significant investment in promotions and public relations, the OREO brand has forged strong, lasting connections with consumers. Two signature marketing programs over the last 10 years have been the OREO Global Moments contest and the Double Stuf Racing League. In 2008 the brand hosted the OREO Global Moments contest, which asked OREO fans around the world to submit videos depicting a special OREO and Milk Moment. Consumers from eight different countries on four different continents entered videos depicting a wide range of OREO and Milk Moments. From original OREO-themed songs and animated skits to family lessons on OREO dunking techniques, fans showed their passion for the brand with every video submission. The winning video, which depicted a little girl giving her last OREO cookie and a glass of milk to a soldier, was featured on the YouTube homepage for a day. OREO recently energized the popular act of twisting, licking, and dunking by launching the Double Stuff Racing League (DSRL). The DSRL is a different way to enjoy the classic OREO cookie and milk ritual. Its a fun activity that family and friends can enjoy together, racing to see who can finish an OREO DOUBLE STUF cookie and glass of milk the fastest. Racers twist their cookie open, lick off all the crà ¨me, dunk it in milk, eat the cookie, and drink the glass of milk. The first to finish twisting, licking, and dunking wins. Commercials in recent years have featured numerous celebrity athletes as DSRL athletes, which has driven significant media attention to this unique campaign and resulted in very positive consumer response. OREO DOUBLE STUF consumption has grown almost 10 percent since the launch of the DSRL in 2008.4 In keeping with the changing media landscape, OREO has elevated its strategy by connecting millions of passionate fans to each other (and the brand) through social media. Social media networks such as Facebook, Twitter, and YouTube are ideal tools for a brand like OREO, whose strategy is rooted in connecting family and friends. The brands foundation of connections in combination with the global reach of OREO lends credibility to the two-way conversations that social media platforms enable on a daily basis. Consumers who like OREO on Facebook also receive brand updates, such as exclusive behind-the-scenes content from OREO advertising shoots and new product news. By embracing the new opportunity to connect with consumers, OREO has emerged as a leader in social media and currently hosts one of the largest consumer packaged goods-branded Facebook pages.5 Whether its through social media or lick racing contests, OREO is reaching consumers through award-winning advertisements, unique promotions, and public relation campaigns that continue to build the OREO brand equity. 3.3 Place 3.4 Price 4.0 Suggestion Marketing Mix Product: Develop new sandwiches which contain less calories, less fat, less cocoa powder and less salt. Customer has been complaining about the packaging for the past years. And in order to overcome this issue, the package should be given a new look to attract more customer. The labeling should be clear and nutritional information should be specific and not hypothetical such as May contain milk protein!!! Price: Maintain their current prices. Maintain a fixed price for all specific products overall the Riyadh market. Place: Oreo should improve their market existence. Example: In Hail-Al-Wazarat, his cold stores Bagalas dont have Oreo products. Promotion: Their promotions havent shown much about their organizations, TV commercials were for a short time and ever since they havent shown any other particular promotions. They should get in contact with Advertising Agencies for better improved commercials. Their websites provide less information about the whole organization (Internal /External). Aim for different promotional medias as Bill boards, Flyers, etcà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. 5.0 Conclusion

Essay --

HN 377: Studies in Child & Adolescent Development Unit 6 Assignment- Bullying Among Children and Adolescents Caren Nicole Glover 12/15/2013 Studies in Child & Adolescent Development: Bullying The article, â€Å"Bullies and Their Victims†, by Berk (2010) gives an analysis of how bullies and their victims develop, what makes them persistent and how they and their victims can be assisted. Bullying is an activity that thrives mostly in a school setting because of peers and the various cultures and diversities among them. Interactions are inevitable among children, but bullying is destructive because it aims at peer victimisation. Both boys and girls have the ability to become bullies but the majority of them are boys who use physical and verbal attacks on their victims. In the more recent generations, the means of bullying is amplified in the adolescent stage by using electronic means like cyber bullying. Students will rarely like bullies but if they do, it is because of their leadership abilities or influential personalities. Their peers may join or stand by to watch as the victims are bullied. Victims of bullying will eventually show the effects of bullying by being passive or secluding themselves from other individuals. The background or culture of a victim will most likely determine how they progress or react in a bullying experience. A victim may retaliate to the bully's attacks depending on the level of aggressiveness used. Parenting affects the decisions made by both victims and bullies in the peer interactions. Intervention approaches to this social vice will include changing the victims’ opinions about themselves through encouragement and teaching them how to effectively respond to attackers... ... the bullying activities (Farmer et al, 2011). The majority of these strategies should not affect a limited school budget, as many schools are not able to provide certain services due to budget cuts or limitations. These strategies are possible because they mainly require community involvement, awareness and communication. Bullying is a worldwide problem and it requires immediate attention because it psychologically affects both the victims and the bullies. Victims may ultimately have suicidal thoughts and bullies will have uncontrolled behaviors that carry on through school and after school, but they can be helped. Although cyber bullying is a big obstacle due to the large-scale usage of internet and the ability to conceal identities, technological advancements and child supervision help to single out these individuals to reduce the amount of bullying that occurs.

Will My Child be Okay at a Summer Camp? :: Disabilities Education Essays

Will My Child be Okay at a Summer Camp? With the thought of summer camp comes the recollection of cabins filled overstuffed with bunk beds, campfires, and mess hall meals with the loads of friends we met at the opening dance. Summer camp is a childhood memory for many of us, one that changed our youth, usually for the better. Such camp memories and activities still hold true today, even for children with disabilities. The inclusive classroom that takes place during the school year has now begun to carry over into the summer months at camps across the country, whether they be overnight for the whole summer, day camps or weekend camps. Residential camps may be one setting where children can develop greater personal and social maturity, according the Ann Fullerton, et al. article entitled The Impact of Camp Programs on Children with Disabilities: Opportunities for Independence. With that thought in mind the Americans for Disabilities Act now requires all camps to make reasonable accommodations so that children with special needs can attend. But some camps surpass this requirement by a long shot. Inclusion has become quite a popular aspect of the general education schooling and so children with disabilities, learning, behavioral or physical among some, are now being placed in classrooms with their peers with no such needs. These children are given the chance to interact and experience things they would have never done at home perhaps or in a special education school. The same goes for summer camps these children may attend between June and August. As stated in a Washington Post article, â€Å"parents of special education students have long said their children are left in the lurch once school closes for the summer.† Summer camps across the country are beginning to bring together children with and without disabilities for memorable summer experiences. â€Å"The percentage of accredited camps that have tailored service for children with physical or mental disabilities has risen from 9 percent to 13 in the past two years†, states Harriet Gamble, director of co mmunications for the American Camping Association. Having accredited camps that blend children with and without disabilities provides an opportunity for new friendships to form and families to attend camp together. At Kamp A-Kom-Plish in Southern Maryland is where Tiffani Sterling-Davis sent her three children. Alayna and Julian checked into camp with sister Breanna, 11, who has Down syndrome.