Siddhartha and Govinda Essay -- Essays Papers

Siddhartha and GovindaSiddhartha, written by Herman Heese, is a book about a mans journey to ensure his inner self beginning when he is young and ending when he is of old age. Siddhartha, while on this quest, searched for different mentors to teach him what they know, hoping to find truth and balance in and of the universe. At the end of the novel, Siddhartha reaches the enlightenment through many teachings.Govinda, Siddhartha dearest friend and confident, is often viewed as his Siddharthas follower, or as his shadow. In the beginning, Siddhartha goes with Gotama to hear the teachings of the Buddha, and Govinda remains with Buddha to become his disciple. Siddhartha believes that each person must find his or her own charge to salvation and does not stay with Buddha. He says, That is why I am going on my way-not to seek another and better doctrine, for I know there is none, but to leave only doctrines and all teachers and to reach my goal alone-or die. (28) This quote is the unde rlying message portrayed for the rest of Siddharthas quest. This tells that life experience is the best teacher, which in turn is the core of Buddhism. As the two friends part to go their separate ways, Siddhartha again voices the central idea of the novel he reminds the Buddha that the process of enlightenment which he underwent is unteachable, and that there is no way of communicating first-hand experience to the disciples.As the last part begins, Govinda has arrived to cross the ...

The Power of Computers and Technology :: Exploratory Essays Research Papers

The Power of Computers While I was sitting at my PC, I began looking for a song to download. All of the sudden, the screen went blank. I knew that I hadnt touched the power strip, so I was dumbfounded by its sudden halt. I used every key possible to try and revive my dying machine. I frantically decided to turn the power off, but, before I could, a small green cursor blinked on the screen. I tried to type but nonhing worked. Not knowing what to do, I switched the power to off and was astonished that the blinking green cursor was still alive. It was a normal boring day. I had returned home from work and decided to fool around on my electronic computer. The computer lived in my room it had its own space and a small lamp that provided light for typing. Although my computer was the most recent edition, it had once been infected with one of the m both viruses. Because of this I decided to go on the net and sign up for a trial virus doctor, which is a program that helps to get rid of c omputer viruses. existence so disgusted with myself for obtaining the awful disease, I downloaded the program without reading any of the labels. I then proceeded to look for a new to download when all of a sudden the screen went blank.The emerald cursor skipped across the screen typing as it went. Initializing data and preceding with extermination of hostile data. My mouth dropped to the floor as I sat there speechless. I then typed in Stop program. The computer then replied, Why do you want me to stop doing what you hired us to do? Us? Who do you mean by us? I mean the network of computers that you hired to fix your PC. It figures, all of you humans never do any research before jumping into things. What are you talking about? I dont even know whats going on here. See, thats exactly what Im talking about. You just downloaded me a few minutes ago, and now you are mad because were doing our job. No Wait one minute I downloaded a virus doctor to fix my computer, not some psycho pr ogram so a kid could hack into my computer. Wow you really dont know whats going on.

A Comparison of Allen Ginsberg and Jack Kerouac :: comparison compare contrast essays

A Comparison of Allen Ginsberg and Jack Kerouac Why. warrant me. Why. Does. Excuse. Why me. I mean. Excuse me. Why. Does. It . Always shutting up this way. Like this. A performance. Its my best excuse. And. Im on the wagon. Again. Why. Excuses. Sitting in the state of a daydream. No. Falling. A performance. Why what it comes down to. Poetry. And. My ii important men. Allen Ginsberg and Jack Kerouac. Both use their individual voice to perform the buddhistic beat they feel is part of their poetry/ their beatific movement. Even though these two poets influenced each other. And. Their voices are significantly different. Each has a personal style maven cannot deny. And. Each boy added his separate beat to the music they created as a generation. A beat generation. Jacks buddhistic jazz/ blues chorus poetry is domesticized/ tainted Christianity-wise. And. Allens sound becomes zentific without Christianity/ hanging on a cross in the backbeat of his prose poetry. musical composition e ach may have his own personal style/ both poets use the same technique in sound. And. Rhythm to give their audience something to bugaloo to. Excuse me. Whats. That. Poetry. Baby. A performance. So. Please brother. Take a chance. And. Dance. (She says that as she shh shh shivers.) Its all gotta be non stop ad libbing within each chorus, or the gig is shot (Kerouac, 1). And he meant every word of it. Jacks system of jazz/blues choruses work on/carry on harmonically as well as through authentic words or phrases put together through sound. And also like jazz, his music, seemed to happen spontaneously, like nothing was planned. In the 182nd Chorus, the ideas behind the phrase The Essence of institution is Buddhahood is carried on into the 183rd Chorus with the phrase This is the real Buddha (Allen, 171). It is like a bar of music in a jazz or blues turn over. The idea and sound of one chord moves into the next, traveling, never knowing where it is going to end up. Just like the idea and sound of one line in one of Jacks choruses moves into the next, traveling, never knowing where it is going to end up. It sounds and looks spontaneous. And because of this it is meant to be preformed out loud so it can be heard like a jazz or blues riff wailing.

Twelfth Night Essay: Exploration of Love :: Twelfth Night essays

Exploration of Love in Twelfth Night In the ply Twelfth Night, Shakespe are explores and illustrates the sensation of love with precise detail. According to Websters New World Dictionary, love is defined as a strong affection or liking for someone. Through turn bulge the play Shakespeare examines three different types of love true(a) love, egotism love and friendship. Twelfth Night consists of many love triangles, however many of the characters who are tangled up in the web of love are blind to see that their emotions and feelings toward other characters are untrue. They are being deceived by themselves and/or the others around them. There are certain instances in the play where the emotion of love is true, and the two people involved feel very strongly toward one another. Violas love for Orsino is a massive example of true love. Although she is pretending to be a man and is virtually unknown in Illyria, she hopes to win the Dukes heart. In act 1, scene 4, Viola lets out her true feelings for Cesario, yet a barful strife Whoeer I woo, myself would be his wife (1). That statement becomes true when Viola reveals her true identity. Viola and Orsino had a very not bad(predicate) friendship, and making the switch to husband and wife was easy. Viola was caught up in another true love scenario, only this time she was on the receiving end, and things didnt work out so smoothly. During her attempts to court Olivia for Orsino, Olivia grew to love Cesario. Viola was now caught in a terrible situation and there was only one way out, but that would queer her chances with Orsino. Its amazing that Olivia could fall for a woman dressed as a man, but because Viola knew what women like to hear, her words won Olivias heart. The next case of true love is on a less intimate and romantic scale, and more family oriented. Viola and Sebastians love for one another is a bond felt by all siblings. Through their times of sorrow and mourning for each of their apparent deaths the y still loved each other. They believed deep down that maybe someway or by some miracle that each of them was still alive and well. Many people, even in todays society, love themselves more then anything else. Twelfth Night addresses the issue of self love and how it affects peoples lives.

My Personal Philosophy of Education Essay examples -- Educational Educ

Philosophy of Education Becoming a teacher is expiry to be one of the considerableest accomplishments of my life. Teaching was never a childhood dream for me like it was with others. Some people have always known that they precious to become some type of teacher, but I never decided to until I entered college. Ive always loved being around children and it makes me feel great to be able to help someone, so becoming a teacher is the perfect career choice for me.I believe that the neat record of virtually students is that they like school and they lack to learn. I also believe that the school and the teachers greatly influence their nature over the course of their schooling. I believe that this true nature changes for a lot of students because at some point they go to a school that they dont like or they have a teacher who is mean to them and expects them to do everything on their own without any guidance or help. Ive had teachers like his and they made me dislike school very qui ckly. Hopefully, if this is the case, they ordain eventually have a great teacher that inspires them to do well and to like school once again. I want to be that teacher. In my opinion, the nature of knowledge is relative or constructed. Every person has their own set of opinions and beliefs that determine what that person perceives as the true statement. Most people believe that their ideas, opinions, and beliefs of something are the truth to them. Its my belief that the overall purpose of education is to improve society as a whole. Everyone should be given an equal opportunity to learn as they mature. I believe that the more educated a person is then the more likely they can become undefeated. A society full of successful people will be a successful society. Educat... ...ts will quickly lose interest. My professional development plan is to begin my career by sub teaching after graduation. I do not want to relocate far from my current residence but Im not entirely opposed to i t if the right opportunity presents itself. I will continue to substitute until I can find a full-time position. I do want to return to school to get a masters degree after I have received some experience in the report or I am able to secure a full-time teaching position. There are a lot of different professional groups to collapse in the fields of physical education, health education, and teacher education. At this time I have not decided on which groups I will aggregate in the future but I do plan to be active in a few of them. I also plan to be very active in the community that I will be teaching in. I feel that this is very important for all teachers.

Essay --

Webster defines feminism as both the theory of the political, economic, and social equality of the sexes and organized body process on the behalf of womens rights and interests (Webster 418). Equality of the sexes (in terms of rights) and the furthering of womens rights are seemingly positive aspirations yet people tend to describe feminism using negative terms, and feminism like a shot has acquired a bad reputation. Radical and extremists are adjectives commonly applied to feminism as a whole, when, in truth, feminists who adopt extreme positions constitute the minority. Moreover, these gender feminists, or militant feminists, as many call them, although they receive the most public attention because of their aggressive tactics and high visibility, alienate people in broadcasting their views. Their goal, to create a sentimental priesthood that will achieve collective power and retribution as oppressed victims of a white-male supremacy, seems unreasonable (Himmelfarb 20). In contra st, equity feminists, or academic feminists, embrace the basic principles of feminism. They celebrate womens achievements, work for the individual rights of all women, and, as Christina Hoff Sommers aptly says, want for women what they want for every unitary, equal protection down the stairs the righteousness (Himmelfarb 20). Though not all feminists agree on how to reach this goal, most argue for a reasonable, realistic, and positive method. By contrasting the differing feminist ideas of writers like Adrienne Rich, Gertrude Himmelfarb, and Camille Paglia, one defines a winning brand of feminism a philosophy founded on equity feminist ideology and dedicated to the achievement of social, political, economic, and intellectual reform. David Thomas and Camille Pag... ...minism by constantly raising the stakes, and seeking not mere reform or revision...but revolution (Himmelfarb 20). In this way, they isolate themselves and lose support among both men and women for the perfect femini st cause. John Ellis concludes that gender feminism poisons relations between the sexes, and catapults into leadership roles in the womens movement angry, alienated women who divert that movement from the necessary task of exploring feasible changes (74). People need to know that feminism, based on its essential ideals and goals, has broad appeal, and that they should not dismiss it because of a specific sector. They must look beyond the extremists to respect a branch of feminism that welcomes all people and focuses on a positive and reasonable goal a society that affords everyone the opportunity and right under the law to reach his or her potential.

How do you respond to Shakespeare’s presentation Essay

The theme of fathers and sons, and responsibilities and obligations dictated on sons, by fathers, is arguably one of the more than important themes in the play. Shakespeare puts forward three main interpretations of father and son entirelyiances, and each brings come forth interesting viewpoints about responsibilities and obligations for the reader. The first father and son relationship that Shakespeare presents is that of Hamlet and his father, grizzly Hamlet. In the encounter between Hamlet and the ghost of his father, Hamlet has the responsibility of r purgege thrust upon him, and he can non reject it, List, list, O, listIf thou didst ever thy dear father love If thou hast nature in thee, bear it not. Shakespeare presents old Hamlet as macrocosm pathetic and incapable of avenging himself. The ghost, therefore, does not incite Hamlets initiative by instilling fear in him, however rather through putting him in a guilt-trap, making Hamlet feel that he is somehow obliged to carry out the vengeful murder in place of his father, as the ghost cannot attend to it himself. In my opinion, this pieceion, on the part of the ghost, was the final push that caused Hamlet to fall into his apparent madness. Hamlet was obviously moved by the ghosts words.And thy commandment all alone shall live Within the book and volume of my brain, Unmixed with baser matter. This was very largely unfair of the ghost of his father, on Hamlet, enthusiastic though he seemed at first. It placed an unnaturally large amount of pressure on Hamlet, having to commit such a daunting act, however justified it may have seemed. Shakespeare emphasizes the nucleus of this action in Hamlets life, in the many incidences and soliloquys where Hamlet just muses, thinks the situation out and talks about it, but can never bring himself to very do anything about the revenge.In the relationship of Laertes and Polonius, there is not so much responsibility placed on Laertes by Polonius, as there is nag ging and nitpicking about the way that Laertes should present himself and the way he should live his life when he is overseas. In this sense, the responsibilities being placed on Laertes are those of keeping in his fathers will and rule, and maintaining a good name for himself. At the point in the play, in act I. 3, Polonius is displayed by Shakespeare as just another standard father, or maybe more appropriately, a mother, who is proud of his son, but needs to remind him to keep a good image all the same.This bestowing of responsibility can be considered to be only natural for any father to do. However, in act II. 1, we see that Polonius is actually quite obsessed with the idea that his son might bring shame to Polonius, and goes to the extents of sending a spy keep a watch on Laertes, and even muddy his name, so that he does not get too comfortable. But breath his faults so quaintly that they may seem The taints of liberty, the flash and outbreak of a fiery Mind I saw him enter a house of sale,Videlicet, a brothel, or so forth. Polonius even goes to extents of dishonouring so that he may retain his possess honour, which is a rather strange sense of logic. In this sense, it can be said that Polonius places responsibility on his son just to unbosom himself any possible shame. This is rather selfish on the part of Polonius, but it is in accordance with Shakespeares illustration of Poloniuss character as being that of a conniving, scheming, slightly evil old man that you might feel sorry for.In the relationship of young Fortinbras and his foster-father, or father-figure, old Norway, we see, again, a normal attitude of a parent toward their child. When Fortinbrass plans for an attack on Claudiuss realm are found out by Norway, he immediately admonishes the zealous firebrand of a youth and prevents him from doing so. When Fortinbras indicates that he doesnt actually want to go along with the attack, Norway forgives him and even allows him to come to Denmark on peaceful terms. In this sense, old Norway is teaching Fortinbras the responsibility of thinking clearly and not acting rashly or whimsically.On the whole, Shakespeare presents the responsibilities and obligations placed on the sons, by their fathers, in Hamlet, as ship canal for the fathers to get what they want. In the case of Hamlet and the ghost, it is for the ghosts want of revenge and justice for a murder most foul, without much thought as to the effects of the deed, and even the contemplation of the deed, in the case of Hamlet, on him. In the case of Laertes and Polonius, it is a selfish and unwarranted want to save his own face from any shame that Laertes need not necessarily have caused in the first place.In the case of Norway and Fortinbras, it is the want to maintain good diplomatic relations and the prevention of unnecessary quarrels. In all cases except the diplomatic one, the fathers in question were rather selfish and self-centered in thinking of ship canal to get th eir sons to do their bidding. In the case of Norway and Fortinbras, it was done for diplomatic reasons, but it was still to save the bed-ridden Norways old skin. This gives a rather negative flavor of father figures and what they tell their children to do.Possibly, Shakespeare chose to illustrate these aspects of fatherhood the way that he did because it was his own interpretation of responsibilities and obligations set down by fathers, maybe drawn from his own corked experiences with his own father during his younger days. Hamlet, as a play, could be then seen to be a Shakespearean self-help guide on How to know what is right to do as a father by knowing what is wrong to do as a father, and it could have been a lesson to all the bad fathers out there who use manipulate their sons as they would a mindless henchman.

Abraham Lincoln Essay 2

Michael Hutsell Professor Hershenberg Ameri hindquarters Government I 2301 Abraham capital of Nebraska Throughout the long history of the get together States t here have been m some(prenominal) hardworking, dedicated politicians that made our country strong and resilient. During the time of the greatest peril to our country one stood out more than any other. This man was Abraham capital of Nebraska, one of the around resilient and pivotal leaders we have known. Abraham capital of Nebraska came from humble origins in the backwoods of Kentucky. He was born on February 12, 1809 in a one room log cabin on Sinking Spring Farm, in southeast Hardin county Kentucky.His father (Thomas capital of Nebraska) was a poverty stricken mountain man after losing his furtherm, which along with his wife (Nancy Hanks capital of Nebraska) and other children had to work hard e re completelyyday for the necessities of life. Lincoln was no stranger to hard work he split logs plow his families land and used his carpentry skills around the farm. He did prefer reading and learning to the hard work which caused a strained relationship between he and his father. He hardly received 18 months of formal education and was largely self educated. In 1816 Lincolns father lost his farm and was strained to move to Perry County, Indiana.This area of the country near the Ohio River was very remote and rugged. Their first winter at the new platestead was very harsh but they were equal to(p) to survive. Unfortunately that summer Lincolns mother died from a deadly disease known as milk sickness and left his father with the children to shape up alone(Lincoln research project). After the death of his mother the family fell apart and the more or less of the day to day work was left to Lincoln and his sister. In the winter of 1819 Lincolns father went back to Kentucky and found a new wife Sarah Bush Johnson who was a widow with three children (notable biographies. om). His new mother was a very positive light placed in his life. She was very affectionate and treated both(prenominal) sets of children the same as if she borne them all. She was especially fond of Abraham and he referred to her as his holy man Mother (biography. com). In 1830, after further financial misfortune, Lincolns father moved his family to Coles County Illinois, but Lincoln did not go with them deciding to gunpoint out on his own to New Salem. (Notablebiographies. com). At New Salem Lincoln was placed in charge of a mill and a come in where he became very popular through his unique story telling.Shortly thereafter the New Salem debating society asked him to join where he became a very passionate and persuasive speaker (notable biographies. com). At this time the black hawk war which was a Native Ameri raft uprising occurred. Lincoln decided to offer in New Salem and was elected Captain of his company. He saw little action during the in short war and afterwards he stated that he had seen no live , fighting Indians during the war but had a good umteen bloody struggles with the mosquitoes (biography. com). During this time Lincolns store in the curiosity folded leaving him deep in debt.He then worked as a rail splitter, land surveyor, and a postmaster all of which fell through increasing his dept even more. He did eventually pay them off thus earning the nickname Honest Abe. After Lincolns service in Black Hawk war ended, he decided to run as a candidate for the Illinois legislature. Despite his utter talents he was not elected but did receive 277 of 300 votes cast in his home precinct in New Salem (notablebiographies. com). Lincoln was not deterred from his goal of becoming a member of the Illinois legislature, and in 1834 was elected.At this time John Todd Stuart, the leader of the Whig party, sight Lincolns skill during his campaign. Stuart became Lincolns mentor in the state legislature taking him under his wing and pushed him to begin his law studies. Lincoln start ed practicing law in 1836 and served 4 terms in the state legislature where he became a Whig leader. In 1837 Lincoln moved to Illinois new capital Springfield. there he joined John Stuarts law firm as a partner and continued his political career (notablebiographies. com) During this time he became the most successful lawyer in the state of Illinois earning 1,200 to 1,500 annually (biography. om) This compared to 1,200 for the governor and 750 for circuit judges (biography. com). His practice was based in Springfield but he would in addition execute the rounds with the circuit court, where at first would earn only small fees for petty cases. After the railroads arrived Lincoln success overflowingy defended the Illinois Central Railroad in many notable lawsuits where he earned sizeable legal fees (biography. com). During his tenure in the state legislature he espoused his opposition to thraldom but would not go so far as to call himself and abolitionist.During the mid 1830s Lincol n met and courted Ann Rutledge but this ended in tragedy with her untimely death in 1835. In 1836 Lincoln pursued halfhearted Mary Owens and proposed, but she turned down his proposal. Later he met and courted Mary Todd who belonged to a very distinguished Kentucky family and was part of Springfields social aristocracy. Many of her family members and friends disliked their relationship which created a strain during the courtship. In 1840 they became engaged but the tension created between he and her social standing created much(prenominal) doubt in his mind concerning the marriage.On January 1, 1841 the engagement was ended and Lincoln fell into a deep depression. Later they worked out the exhausts related to their engagement and get hitched with on November 4, 1842. Lincoln and his wife had four children with only the eldest Thomas Lincoln living to adulthood. In 1846 Lincoln was elected to the U. S. Congress serving a single term in the Whig party. He proposed a bill for the em ancipation of slaves in the District of Columbia (gradual and compensated), but due to the lack of support both the free white citizens of the district and the abolitionists it failed (biography. om). He as well was outspoken in his criticism of the Mexican War, leading many inquiries challenging the current president crowd together K. Polk real reasons for the war (biography. com). Due to his criticisms he lost his base of support in his own congressional district and was not reelected to the U. S. Congress. After he failed in his second congressional bid he was very frustrated with politics and took a five year hiatus until a new regional issue emerged in 1854. Lincolns political rival from Illinois, Stephen A.Douglas created a bill for opening all the land of the Louisiana Purchase to slavery. This act (Kansas and Nebraska Act) allowed the settlers in Kansas and Nebraska to decide if slavery should be permitted in their region. This created strenuous opposition in Illinois and eventually led to the disintegration of Lincolns Whig party and gave compound to the republican Party. When Lincoln heard the Republicans where trying to attract Stephen Douglas he opposed it and decided to join the Republican party and challenge Douglass leadership inside the state of Illinois Republican party (biography. om). Lincoln ran against Douglas for the Senate in 1858 and a famous series of debates between the two ensued throughout Illinois. During the debates Lincolns views on slavery emerged insisting Congress must exclude slavery from its territories. Lincoln stated in one of the debates that A house divided against it cannot stand. I believe the administration cannot endure permanently half slave and half free. On the other accomplish he did not espouse equality for the races nor did he license citizenship for African Americans.He stated to a crowd in Charleston Illinois that I am not nor ever have been in favor of devising voters or jurors neither of blacks, nor of qualifying them to hold office. (biography. com) His inconsistencies regarding slavery led to his eventual defeat by Douglas. Through these debates Lincoln gained national recognition by the debates being published and he began to be considered as a presidential candidate. On May 18, 1860, Lincoln received the presidential nomination at the Republican National Convention in Chicago.Lincolns full attention was then turned toward creating unity in the Republican Party. The Democrats on the other hand were much divided and Lincoln won the presidential election on November 6, 1860 by a decisive majority in the Electoral College. This created a ripe crisis within the country due to southerly Carolinas withdrawal from the Union. Several agrees were considered to halt the secession movement but all were unsuccessful in the end due to Lincolns opposition to any compromise regarding the free-soil position of the Republican Party (biography. com).After the failure to broker a compromis e between the slavery and free soil states six more states seceded and created the Confederate States of America. Shortly after the secession, the issue of holding Fort Sumter in Charleston check was the first test of Lincolns presidency. South Carolina claimed the fort for the Confederacy and threatened to take it by force if needed. Lincoln neither cherished to recruit war or show any signs of weakness towards the Confederacy. He decided to re-supply the besieged fort but before he could do this the Confederates attacked thus startle the Civil War.After this attack Lincoln decided the Confederacy needed to be actively fought through a war not through a blockade (biography. com). This influenced his decision to send union troops to advance on Virginia at Bull Run resulting in a rout for the Union forces on July 21, 1861. After this setback at Bull Run, Lincoln created his military policy. He felt there should be several fronts which Union troops would use their top-notch manpo wer to advance simultaneously. He also used the superior union navy to create a naval blockade of all southern ports to exit the Confederacy.At first for nearly two years the Union armies lacked in effect(p) command through indecisive generals and lacking unity of command. They consistently could not excavate Lincolns excogitation of total multi-pronged attacks. Lincoln, finally through the promotion of Ulysses S. Grant to overall command of Union forces, was able to put into effect his concept of a large, coordinated offensive to topple the Confederacy. This multi-front strategy was a success and on April 14, 1865 General Robert E. lee surrendered to Grant.Only a few hours after Lee Surrendered to Grant Lincoln attended the play Our American Cousin at Fords Theatre. During the play John Wilkes Booth entered the state box where Lincoln was watching the play. At 1015 P. M. , he shot Lincoln in the back of the head mortally wounding him. Lincoln was carried to the Petersen House crossways the street where at 722 A. M. April 15, 1865 he passed away (biography. com). He was not able to see the end to hostilities of the Civil War which he worked indefatigably to preserve the Union and plant the seeds that led to the end of slavery in the United States.I chose Abraham Lincoln because he was able to preserve our nation through his expert leadership, moral character and through the use of his superior speaking abilities. He exemplified this through several key speeches just prior and during the Civil War. His effective vision energized people, created meaning for followers, established a standard of excellence and bridged the gap between the present and the future (Johnson p. 85). The first speech occurred during his first inaugural palm to the nation.In his inaugural appeal, Lincoln was faced with the difficult problem of building credibility with a relatively hostile audience. The gray states were beginning to secede from the Union, only two federal forts were left standing in the South (these were under siege) and he had to be under armed guard because of death threats (Braden p. 68). To counter this explosive atmosphere Lincoln remained very calm and up to the actual address remained silent because he didnt want to make any comments that might unnecessarily make the South explode in anger.On March 4, 1861, Lincoln began his address. His strategy for the address was to increase his credibility by appearing thoughtful, law-abiding, and by holding strictly to his prepared manuscript. Lincoln directed his address mainly to the Southerners and to the border states that could either join the Union or the Confederacy. He first wanted to make it clear to the South that he did not want to interfere with the institution of slavery or the Fugitive Slave Act (Braden p. 74). Lincoln also wanted to make it clear that the Union of states cannot be separated into a separate North and South.Another goal Lincoln proposed was peaceful reconciliatio n. He would leave the Southern people alone if they would elect loyalists to office and uphold the constitution of the United States. In return he would not use force to enact this process. In his inaugural address Lincoln was successful at projecting and building his credibility as president. He exhibited trustworthiness by talking in a clear and simple way and by being very honest regarding his goals and views. The speeches outcome enabled his followers to share in his views and fight to preserve the Union.He also tried to alleviate the fears of the Southerners and Border States by diminishing his abolitionist persona and lessening the probability of an invasion of the South. Lincolns dynamic and unifying speaking skill was demonstrated with his Gettysburg address. The Gettysburg address was given by Lincoln after the terrible battle had taken place and the area was to be consecrated as a national cemetery on November 19, 1863. During this speech Lincoln wanted to commemorate the men who died in the battle by giving a short but eloquent speech.He also had a larger purpose, he wanted to make a statement that would make the citizens from both the North and the South start to think about peace. He also wanted to rekindle the Unions patriotic resolve to win the war and preserve the Union. The Gettysburg address as presented by Lincoln Fourscore and seven years ago, our fathers brought forth upon this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal. Now we are engaged in a great Civil War, testing whether that nation-or any nation, so conceived and so dedicated can long endure.We are now on a great battlefield of that war. We are met to dedicate a portion of it as the final resting-place of those who have given their lives that that nation might live. It is altogether fitting and proper that we should do this, but, in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this grou nd. The brave men, living and dead, who struggled here, have consecrated it far above our power to add or detract. The world will very little note nor long remember what we say here but it can never forget what they did here.It is for us, the living, rather to be dedicated, here, to the unfinished work that they have thus far so noble carried on. It is rather for us to be here dedicated to the great task remaining before us that from these honored dead we take increased devotion to that cause for which they here gave the last full measure of devotion that we here highly resolve that these dead shall not have died in vain, that the nation shall, under God, have a new turn in of freedom, and that government of the people, by the people, for the people shall not perish from the earth (Barton p. 1-82). The speeches eloquence and shortness took the audience by surprise and they were very affected by its delivery. Lincoln knew this was a pivotal opportunity and he also realized the audie nce was motivated to be there to remember the soldiers who died in the battle. He played on their strong emotions by prompting them to not let these soldiers die in vain, but to let their memory give them renewed strength to win the war.His most important aim was to strengthen the resolves of the Unionists to continue the struggle and to save the United States. He also masterfully empowered his audience by handing his vision to them by telling them to honor the dead soldiers by becoming resolved to win the war no matter what. I feel through these two obligate speeches Lincoln was able to bring the country together and save the citizens from the depths of the Civil War. Through these speeches Lincoln demonstrated the power of the spoken word.Without Lincolns magnificence and abilities the Civil War could have been lost and the world today would be a vastly different place. Works Cited Braden, Waldo. Abraham Lincoln Public Speaker. Baton rouge Louisiana State University Press, 1988. Johnson, Craig, Hackman, Michael. Leadership A Communication Perspective. Prospect Heights Waveland Press Inc. , 1996. www. Biography. com Abraham Lincoln (www. biography. com/search/article. do? id=9382540 www. notablebiographies. com/Ki-Lo/Lincoln-Abraham. html

Literacy Development in Afterschool program at Yeronga State High School Essay

IntroductionYeronga State High School was established in 1959 by Queensland G all overnment on 60 acres of land. This give instruction comprises of learner from to a greater extent than 60 cultural and linguistic back grounds, many disciples come from Africa, Iraq, Iran and Afghanistan. much than 90% of this population is refugees coming from war-torn countries suffering from war trauma. This battleground is carried out during a Volunteering for ESL (English as Second Langu mount) syllabus for grade 8 to12 student. As a volunteer, there was an opportunity to participate in various after teach program run by give instruction such(prenominal) as Home fake club. This project musical theme attempts to comprehend field of literacy in after nurture program with a focus on researches made in past relates to literacy practise and outcome. The core objective is to investigate how the literacy is highly-developed among student during this process through informal oral interview and obs ervations.This paper also investigate what problem student face in after coach program and what steps needs to be interpreted to over come that problem as an educator. This project report endorsed the fact that after school programs with come and activities enhance childs literacy exploitation which is a consistent argument as per schoolman belles-lettres authored by Garbarino and some others (Garbarino et al., 1992 Werner, 1990).In order to have a watch crystal clear scaning of development of literacy occurred in afterschool program, an extensive literature review has been done. It would be in truth householdic to poster that this project report covers a humiliated body of research so as a commemorateer one should emphasize on relevance and signifi erectce of the literature review in linguistic context of the body of this project report. This project report briefly discuss of pertinent research related to specific literacy application. These applications argon selecte d on the base of their existence at after school program at school, their endorsement in research in the filed of afterschool program and literacy and their appropriateness.The nucleus hypothesis of this project report is a primary(prenominal) goal of Afterschool program is to construct aptitude for rich faculty member content through engage student in challenging learning activities for their own academician enrichment. Afterschool program should not act as an extension of school day but should be able to provide high-interest generating activities that complement school-day learning in pastiche of ways. Researcher has been also suggested that afterschool program indirectly supports academic achievement in various ways such as it provides platform to enhance non academic literacy and competencies which dish out students to enhance their academic learning it also ensure that students develop critical development inputs which helps them to prosper in their academic success and keep them fully tog up and in use(p) creation of alternate rich learning environment and help students to overcome the hurdle (Sheley,1984).harmonize to Miller (2003), for a arrogant results and successful development of literacy, after school program should be equipped with some critical characteristics, first and foremost nameation of any successful After-school program is It has to be carried out in Physical and psychologically safe environment. In order to develop literacy they should be placed under supportive relationships, its also important to create the feeling of belongingness among student so they fundament feel important and recognized. Main goal of after school program should be opportunity for adroitness build through integration of school, society and family.Rationale of ProjectFor building academic successful literacy in academic success (Broh, 2002 Cairns, 1995 Campbell, Storo & Acerbo, 1995 tykeress, 1998 Cooper, Valentine,Nye, & Lindsay, 1999 Eccles & Bar ber, 1999 Gerber, 1996). After school programs can philander a key role in engaging youth in the learning process by providing opportunities to explore interests, gain competency in real world skills, solve problems, assume cutership roles, develop a aggroup identity with similarly engaged peers, connect to adult role models and mentors, and flummox involved in improving their communities. Early adolescence is a conviction of gamboltic change in every area of a young persons life. During this hitch, young people forge personal identities in a context of physical and emotional changes, the increasing importance and influence of a peer group, and increment independence. It is the confluence of change on many levels-biological and physiological growth, peer and social expectations, and the school environment-that can venture early adolescence a particularly stakey period (Lerner, 1993a Solodow, 1999 Weissberg & Greenberg, 2000).The research sample of this project report is a grade 8 to 12 student of Yeronga put up high school where ninety per centum of total population comes from war torn country. These students can experience social changes that may distract them from academic pursuits they also enter an academic environment less in tune with their developmental needs. Studies by Eccles and her colleagues (Eccles & Midgley, 1989 Eccles & Midgley, 1990 Gutman & Midgley, 2000) paint a convincing portrait of the conflict between the developmental stage of early adolescence and the environment of most optic and junior high schools. Apart from that want, violence and family distress are 3 lethal risk factors for children grown up in war traumatized country (Garbarino, Dubrow, Kostelny, & Pardo, 1992).Poverty has a direct fatal affect on growing child as it limits the resources available for their disposal for learning and in an indirect manner banish parental behavior which is an outcome of psychological distress faced by parents due to poverty (McL oyd, 1990). Children from war-torn countries have a posttraumatic stress syndrome which generates from sleep kerfuffle and aggressive behavior (Bell, 1991 Osofsky, Wewers, Hann, & Fick, 1991). After school programs can also create a bridge or border zone between the culture of peers, families and communities on the one hand, and the school environment on the other (Heath, 1994 Jackson & Davis, 2000 Scharf & Woodlief, 2000).This report argues that after school programs can make a difference in building the prerequisites to learning, supporting not unless school achievement, but long-term competence and success as substantially. Students are usually viewed as important contributors rather than static recipients.They choose their roles, help others who are less skilled, and are critical to the success of the project. They are honored for their accomplishments as well as expected to have severe feelings and relationships. In many high quality afterschool activities, young people e xperience a group setting where every individuals effort makes a difference, where they spend significant clipping (rather than a class period) focused on a specific skill, and where they receive a lot of individual attention from adults. bequeath these practices increase students engagement in learning? To answer this incertitude, we must explore education literature to identify factors that motivate students to become committed to learning.Due to moderate body of research available in the field of after school program, the focus of this report is mainly narrowed down to literacy practise and outcome. In the abutting section, an extensive literature review of specific literacy practice which helps in developing literacy in after school program has been analysed. It would be really important to note that the following literature review should be considered as summary of most pertinent research done in the field of development of literacy in afterschool program. literary works ReviewThe following literature review is a focusing specifically on three specific literacy practices education aloud, dramatisation and halt discussion. The selection of these three literacy practices is establish on the relevant application at Yeronga state high school afterschool program. This literature review is a comprehensive summary of most relevant research and key reports carried in United States to crystallise our thought of the three selected literacy practice. see AloudThe single most important activity for interpreting success appears to be reading aloud to children (Neuman, Copple, & Bredekamp, 2000)Reading aloud is a foundation stone for any literacy development. Its really important to get children interested on daily basis throughout the primary grades. This literacy practice helps student with fluent reading and injects a passion so that they can be a dandy reader (Anderson, Hiebert, Scott, & Wilkinson, 1985 Calkins, 1997). This literacy practice transform l ess able reader to demote reader by motivating students to read rich and content full book. According Armbruster et al. (2001), in primary grades children learn meaning of raillerys via listening to their teacher when they read the text. In this scenario Reading aloud can really help as while reading a book or a text when student pauses at a particular word, its an opportunity for teacher to identify that he/she is facing a problem with unfamiliarity of word and to overcome this problem teacher can engage student in a conversation.This conversation can help student to understand new words, meaning, concepts as well as their correlation to their prior knowledge and experience. In terms of Vocabulary growth this Reading Aloud can play a major role. The base of this argument is in primary grades student learns vocabulary from two disparate sources first is the word it self woven in text of book and second is words spoken by teacher (Dickinson & tabors, 2001). In certain cases it als o depends on a source of text i.e. choice of book which can have a positive or negative impact of vocabulary development. In other words, if a book has limited vocabulary than it would be difficult to develop vocabulary growth in student (Dickinson & Smith, 1994).Other important aspects which have to be bearn into consideration while reviewing concept of Reading Aloud are methods, environmental influences, attitudes and interactive behaviours (Morrow, 1990). These factors can play a crucial role in literacy development. In an experiment conducted by Morrow (1990) at kindergarten students, his initial idea behind this experiment was to investigate the effect of small group story readings in different class room environment. Children were distributed among six classroom in a school based in urban area which had a children from set to lower socioeconomic level, with over 60 percent belonging to minority group . This group of children were divided into experimental and prevail group on random bases.Each group has designate one research assistant and time frame for the study was decided for 11 weeks. Research assistant in experimental group were asked to use upper limit level of interactive behaviour techniques such as managing, prompting, supporting and informing. In a control group research assistant were instructed to follow teachers manual. As a result children under experimental group were asking much questions, making more comments and involving in discussion with fellow classmate. Interactive environment helped them to develop their literacy in terms of dealing with meaning in context of area of detail, interpretation, reflection from own experience as well as narration. Children from this group pockd a high grades in reading knowledge. The conclusion of the study was, reading aloud practice increase literacy by involving student in verbal participation, comprehension and complexity of verbal interchange.Story and Literature DramatizationsIts a well k nown fact that from early age children have enjoyed and used story and drama play as a connecting bridge to their literacy. According to Rowe (1998) this kind of practice is a crucial part of enhancing literacy-learning process as during process student may apply dramatization as a means of exploring content of books. Primary age students who are engaged in this kind of practice can still literacy activity and can motivate cooperative learning behaviour (Stone and Christie, 1996). This literacy practice provides a plat form to student for bringing a piece of literature to life. While they are in this process, acting out characters part helps engaged student to build memorization, fluency, and comprehension skill. According to (Berk & Winsler, 1995), develops literacy in junior children by* Encouraging them to use language in creative way* Providing them an open platform to sort out problem and concern* Help students to understand how the transition from oral to written language ca n happen* Enhancing their ability to recall, imagination and story reading.In an area of text literacy development fluency plays a vital role, during this kind of literacy practice, students are comply to read passage repeatedly aloud with guidance so that they can improve their fluency because its really necessity to derive comprehension from their reading.Rose, Parks, and Androes (2000) studied an approach that used drama as a vehicle to instruct reading. The participants for the study were drawn from four Chicago-area macrocosm elementary schools that previously worked with Whirlwind, a non profit arts education organization that developed the reading program under study-Reading Comprehension Through Drama (RCD). The schools were immense and served populations that were primarily African American or Hispanic, in low-income neighbourhoods. Four fourth-grade classrooms were randomly chosen and randomly assigned to either the experimental or control group. For 10 weeks, the exper imental group was taught reading using the RCD program, while the control group used traditional text-based methods.Comparisons were based on pre- and post-tests using the reading comprehension score from the Iowa Tests of Basic Skills (ITBS). The treatment consisted of two, one-hour sessions each week of in-class work with a performing artist. The students primary work was to dramatize a piece of narrative text in short skits. The RCD program was divided into four stages story, sequence, perception, and evaluation. Breaking stories into their various elements allowed students to better understand the different pieces, or propositional elements, of the story. The first stage of the program required the students to read a text, create symbols to illustrate the Northwest Regional educational Laboratory 24 various story elements (e.g., what, who, where) and then retell the story to another student using the symbols. In the second stage, students were asked to identify the beginning, mi ddle, and end of the story, and then represent that in a three-panel illustration.In the third stage, students had to act out a setting using their five senses to illustrate possible sensations experienced by the story characters. Finally, students explored ideas of interpretation, critique, and opinion, and were interviewed as if they were characters from the story. After controlling for differences in pre-test ITBS slews, reading grade equivalent scores for the experimental group increased significantly more than for the control group. On the factual comprehension subscale of the ITBS, the experimental group improve significantly more than the control group. On the inferential comprehension subscale, no significant differences were found between the two groups. The researchers concluded that drama-based reading instruction can improve reading skills more than traditional.Book Discussion and literature CircleBook discussions and literature circles were among the practices found in Spielberger and Halperns (2002) case studies of 16 afterschool programs identified as having exemplary or innovative approaches. In afterschool programs, literature circles provide a chance for students to engage in extended discussion about the books they read. Students can also reflect on and respond to the connections between those books and others they have read, their own personal experiences, and the world around them. However, the authors comment that book discussion groups and literature circles may be difficult for afterschool mental faculty to implement without experience and skills in leading discussions.This kind of literacy practice helps students to extend their reading skills, learn to analyze different kind of literature as well as how to develop opinion on the same and find tell from text. According to Gambrell (1996), this kind of literacy practice promotes deeper misgiving of text, higher level thinking and improved communication skill among students. Indica ting the effectiveness of discussion in promoting readers deeper understanding of text, Palinscar (1987) and Palinscar and Brown (1984) have found that students in reciprocal teaching groups outperform comparison groups on reading comprehension. Morrow and Smith (1990) also found that kindergartners who engaged in small- group discussions of stories that were read aloud had superior story recall compared to students who discussed the story one-to-one with the teacher or who worked in larger groups.In study done by Hudgins and Edelman (1986), found that 60 fourth- and fifth-graders in 10 classrooms who participated in small-group discussions in which they were encouraged to take responsibility for thinking and talking provided more supporting evidence for conclusions than did a control group. Studies by Almasi (1995), Villaume and Hopkins (1995), and Green and Wallet (1981) (all cited in Gambrell, 1996) show further evidence that student led discussions encourage higher level thinkin g and problem solving. Research by Almasi (1995, cited in Gambrell, 1996) indicates that students communication skills improve as they become more experienced in small-group discussions. In addition, Eeds and come ups (1989) findings support the belief that through book study groups, students can participate in enriching conversations that foster their understanding of literature, even when discussion groups only meet twice a week for 30 minutes and where the teacher-leader is a novice with no teaching experience.In their non-experimental study, Eeds and Wells investigated four literature study groups of fifth- and sixth-grade students. Of particular interest is that the study groups were led by undergraduate education students who had no prior experience working with children. The study group leaders were encouraged to participate as group members working with the children to construct meaning rather than acting as all-knowing interpreters of the text. Teacher-leaders were discour aged from preparing a set of explicit comprehension questions, letting the meaning emerge from group discussion however, they were encouraged to capitalize on a teachable moment if they observe one. Dickinson and Smith (1994) suggest that book discussions can affect vocabulary development.They followed 25 children who met the income requirements of Head Start and who were either enrolled in Head Start or a similar subsidized program for low income children. The children were four years old at the beginning of the study and took a battery of language/literacy development tests at the age of five. Based on classroom observations, the researchers found that teachers oral book reading styles could be grouped into three approaches co- reconstructive, didactic-interactional, and performance-oriented.Each approach is characterized by different types and amounts of talk before, during, and after the book reading session.Several of these studies comment on the influence of text type. Dickin son and Smith (1994) found that a book with limited vocabulary and plot, which was observe in use with the didactic-interactional approach, did not show the same strong correlation to vocabulary development as the other two approaches. They note that a smasher diet of books with predictable text may not be optimal. Eeds and Wells (1989) also wonder if the exceptional quality of a text may lead students to higher levels of dialogue and richer insights and cosmopolitanizations. A study by Leal (1992, cited in Gambrell, 1996) found that informational storybooks enhanced discussion more than narrative or expository texts.methodological analysis First and foremost step in direction of this project report was to conduct a search of literature and research studies that concentrated on afterschool program. It has been found that very little research has been done on Afterschool design, though this is an area that is beginning to receive more attention. The primary goal of the search pro cess was to situate a nonbiased, representative sample of studies obtained through a systematic search for published and unpublished reports sources as web article, journal article, books and electronic infobase such as Proquest, Emerald and Jstor for search using the keywords read aloud and afterschool, dramatization and afterschool, and bookdiscussion and afterschool, and associated terms as well as Manual searches of the contents of several journals that published afterschool outcome studies. Reports based on some methodological and content grounds were excluded. Such as After School Programs that focused on academic performance or school attendance and only reported such outcomes, adventure education and Outward Bound programs, extracurricular school activities and summer camps. This also includes extracurricular school activities, academic and recreational programs conducted during the summer, and educational and social events offered by local libraries, museums, parks and fa ith-based institutions. These types of activities were not included in our review. Study sample of this project was a student of Yeronga state high school selected in random order for an informal oral interview during their afterschool program activities. No standard format was followed informal interview however, question asked during the interview process and times for each interview were kept same in order to maintain uniformity in process. The research on these literacy practices-reading aloud, dramatization, and book discussion-provides strong support for their inclusion in afterschool programs. Although the available research on literacy practices in the afterschool context does not provide obvious results regarding their benefit in that context, their general benefits are well establishedAnalysisAccording to DAmico (2001) and Soto (1990), Race, class and ethnicity remain powerful predictors of school achievement. Despite 40 years of education disentangle (Alexander, Entwisle & Bedinger, 1994), the achievement gap-the differences in school performance between rich and wretched children, between children in affluent communities and those living in poor communities, and between duster children and Asian on one hand, and African American and Latino children on the other-persists. Students who are engaged in learning take interest in their schoolwork, make an effort to earn good grades, and attempt to master the subject matter on their own before requesting assistance (Connell, Halpern-Felsher et al., 1995).Students who are alienated from school, on the other hand, score lower on psychological assessments of adjustment, are more likely to act out aggressively, are far more likely than their peers to use alcoholic beverage and drugs, become sexually active at an early age, and commit acts of juvenile delinquency and crime (Hawkins & Weis, 1985 Resnick et al., 1997). unretentive children, especially those from non-dominant cultures, do not enter school wit h the same soft skills (understanding of the behaviour, social, communication, and work styles expected in school) due to their different cultural backgrounds. They have developed different interaction styles, expectations, social norms, and assumptions than those they face in the mainstream school culture (Allison & Takei, 1993 Comer, 1988 Delpit, 1988 Heath, 1982, 1994).Time span after school hours adds its own challenges in literacy development. Several studies, all somewhat outdated, suggest that about 60 percent of adolescents time is invested in school and other productive activities, while about 40 percent is discretionary (Csikszentmihalyi & Larson, 1984Timmer et al., 1985). Of this leisure time, 40 percent is spent socialising 20 percent is spent watching television and very little time is spent readingor in other constructive activities like the arts and sports (Medrich et al., 1982Timmer et al.,1985 Zill et al., 1995). An estimated eight-spot million children between th e ages of 6 and 14 tied(p)ly spend their discretionary time without adult supervision (National Institute on Out-of-School Time,2001). National info suggests that middle school-age children are much more likely to be in self-care and less likely to be in supervised arrangements than younger school-age children.While only 10 percent of 10 to 12 year-olds attend afterschool programs as a primary arrangement (the one in which they spend most of their after school time), 24 percent spend more of their time home alone than in any other setting (Capizzano, Tout & Adams, 2000). More than one third of children in this age group spend some time caring for themselves each week as either a primary or indirect arrangement. This proportion increases with age 23 percent of 10-year-olds spend some time caring for themselves compared to 44 percent of 12-year-olds (Capizzano et al., 2000). Research admits that there is a great risk involved in spending lots of time with peers without adult superv ision or monitoring. Students who hang out without supervision or engagement in constructive activities are likely to develop negative attitudes towards school and other anti-social or risky attitudes and behaviors (Dryfoos,1990).While Jordan and Nettles research was conducted with a sample of high school age students, research on younger children suggests the findings would probably also apply to middle school students (e.g., Pierce, Hamm & Vandell, 1999). Coopers (1999) investigation of the relationship between five afterschool activities and academic achievement included nearly 500 students in grades 6-12 from urban,suburban and rural school districts. Controlling for the effects of student background characteristics like ethnicity, income, gender, and grade level, the researchers found that time spent in structured groups, doing homework and extracurricular activities was positively associated with higher grades and test scores.Time spent working after school was negatively asso ciated with academic achievement. Research indicates that most young people who are home alone or on the streets for long periods of time dont do well. nut afterschool programs provide adult supervision for more hours in addition to offering a wider range of activities. literature analysis of this report shows that Afterschool program has a positive effects on overall literacy development for student in following manner Increases in Attitudes and Behaviors Linked to School Success? Increased sense of efficacy, competence and leadership (Campbell et al., 1995Fleming-McCormick & Tushnet, 1996 Heath & Soep, 1998)? Better behavior in school (Baker & Gribbons,1998Johnson et al.,1999Posner & Vandell, 1994)? Better emotional adjustment (Baker & Gribbons, 1998 Kahne, Nagaoka,OBrien, Quinn, & Thandiede, 1999 Marshall et al., 1997)? Better use of time (e.g., less time watching television,more time in enrichment and academic activities) (Johnson et al., 1999 Posner & Vandell, 1994)? Better wo rk habits (Schinke et al., 1992Vandell & Pierce, 1999)? Better conflict resolution skills ( Posner & Vandell, 1994)Improved Academic Performance? Improved skills in data analysis and writing (Schlegel, 2003)? Improved homework completion or quality (Johnson et al., 1999)? Improved grades (Baker & Witt, 1996 Brooks, 1995 Cardenas, 1992 Hamilton & Klein, 1998)? Higher scores on achievement tests (Hamilton & Klein, 1998 Hamilton et al.,1999 Huang, 2001 Huang et al., 2000 Johnson et al., 1999)? Reductions in grade remembering (Hamilton et al., 1999)? Decreased dropping out of school (Jones & Offord, 1989)ConclusionTo support literacy teaching and learning in the after school programs following steps should be taken in consideration firs of all focus should be set on encouraging student to have high expectations. Secondly, motivate staff involved in afterschool program in order to cultivate a shared commitment to help every student develop strong literacy skills afterschool program sho uld provide regular opportunities for teachers who teach the same students to discuss and collaboratively plan literacy programs for their students (e.g., the special education teacher and the classroom teacher, the librarian and the classroom teacher) analyse how the schools timetable supports effective literacy learning, divvy up reasonable blocks of instructional time for literacy support inquiry-based learning, where students explore issues, big ideas, and questions, including those of particular interest to them, and where they understand what and why they are learning (Routman, 2000) after school program should promote models of classroom management and instructional approaches that facilitate literacy learning, such as small-group instruction designed to meet a variety of needs and flexible student groupings it should demonstrate a commitment to critical literacy and higher-order thinking by asking students questions about the texts they are usingAfter school program should also care for the cultural literacy that exists in the school community and across the province by displaying family stories written in languages other than English, multilingual signs, and books (including dual-language books) that inspire pride in the community and its languages afterschool program should work in collaboration with parents, community members, students, and teachers to create school-wide literacy celebrations and traditions (e.g., e-mail exchanges with e-pals from across the province, letter-writing campaigns, poetry festivals, literature graffiti boards) (Harwayne, 2000 Booth, 2002) last but not the to the lowest degree it should provide a framework outlining the responsibilities of volunteers and educational assistants to ensure that reading and writing instruction and remediation remain the central responsibility of classroom teachers, and ensure that seek readers and writers have opportunities to learn through sustained interaction with teachers (Allington & Cunningham, 2002)In addition to helping students to acquire literacy skills, these practices are also transferable to the afterschool context. As discussed in the entryway of this document, when designing academic enrichment programs in afterschool, other factors must be considered in addition to the academic element. For example, activities in afterschool programs must be engaging for students and not facsimile what is happening during the school day. After school activities must also address the needs of youth and expand on their learning in ways that are relevant to them. These literacy practices offer the opportunity to accomplish all these tasks, while simultaneously strengthening students literacy skills.As research continues in the field of academic enrichment in afterschool, it is necessary to continue to consider the nature of the afterschool context. Literacy instruction and skill development in afterschool programs can not truly be understood without considering other critical factors such as engagement, relevancy, and not duplicating the experience of the school day for participating students. 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Management by exception Essay

With the release of the new calculate for year 9 from rivalry Bikes, in that respect are a couple of areas that are a concern that vindicate being addressed. The first being the prediction of amount of bikes to be change Competition Bikes is expecting 3,510 units to be sold after a year 8 that sold only 3,400 units which was a 15% drop in gross revenue from the year prior (which sold some 4,000 units) with zero drop in price bespeak which may make it harder for customers to justify purchasing a bike in the current economy. Understandably, year 8 was in the middle of a recession and the economy could rebound for a productive year 9. However, with only an extra $984 being spent on advertisement, the expectations could fall short unless advertisement spending is increased to approximately the $2,000 range it was in year 7. Competition Bikes is putting themselves at risk for over ordering raw materials and a surplus of raw materials only takes up more storage space, which leads t o extra money being spent for storage.There is also an issue with General and Administration Expenses. General and Admin expenses is the same amount as it was in year 8 ($170,000). However, in year 7, Competition Bikes spent $12,000 less and sold 600 more units then it did in year 8. Year 7 was proof that Competition Bikes has the ability to produce and sell a successful amount of bikes without having an extremely extravagantly operational cost. That extra $12,000 could be spread into early(a) aspects such as advertising, factory maintenance and even bonuses.2.A pliable reckon is a budget that adjusts or flexes for changes in the volume of activity (Averkamp, 2013). A flexible budget is more useful than a static budget because it is based on actual output. The difference between an actual output and a budgeted amount is known as a edition. When the amount of the actual result is higher than budgeted, it is considered favorable, whereas when the budgeted amount turns out higher is unfavorable.Within the Competition Bikes flexible budget there are a few favorable strains, the first one of note being within Net Sales. The compevery had a budget of $5,247,250, with the flexible budget being $5,117,385, however thefinal numbers were $5,096,847, which gives the company an unfavorable variance of -$130,065. Total Variable Cost however was a favorable expense. With a planned budget of $3,967,962 and a flexible budget of $3,869,612 the actual output was $3,805,400 the favorable variance came out to $98,349. Contribution margin was also an unfavorable variance (-$31,716).Advertising Expenses went over cost for an unfavorable variance of $3,754 from a standard budget of $28,412 and a flexible budget of $27,708. The extra money spent towards advertising may have been to help boost extra sales towards the end of the year. Transportation Out also went over its budget for an unfavorable variance by $5,607. However, there is more to the Transportation Out than what the budget says. The price of shipment is supposed to be $30 per unit and with 87 less units sold there should be an extra $2,610 in the budget. This requires extra investigation.2A.In terms of corrective action, the best course is to focus on where the points where there were unfavorable variances. A separate point to that would be to also create realistic predictions of sales and budget. By predicting a high sales goal (one that exceeds the amount of units sold the year prior), Competition Bikes is potentially setting itself up for another down year.To prevent another unfavorable variance in Net Sales, which was affected by the unfavorable veridical Output of Units Sold. Although the projection output was missed by only 87 units, that totaled out to $130,065. It would behoove Competition Bikes to create realistic predictions (as stated above). other idea would to be to examine the sales process. Compare and contrast what strategies were compared between the successful year 7 and t he down year 8 to determine if any changes took place in the sales process and development. Competition Bikes should not have been as aggressive as they were following a down year. An modifyd variance here could also directly affect the Contribution Margin and Operating Income, which both were unfavorable.Advertising Expenses should be increased to the level of year 7. Competition Bikes get down their budget for advertising but yet ended up spending moreanyway. With the economy still in a rut, the chances of hitting a high prediction is slim, especially with low advertising. Since fewer sponsors are using the products from Competition Bikes, it would be wise to advertise to a different market of users (i.e. college students, those who live in traffic congested cities (New York), bike cops, etc).Meanwhile, the transportation unfavorable variance could be fixed by determining what the additional costs were. Since the transportation cost per units is $30, with sales prediction 87 les s than projected, that is $2,610 that could have put transportation costs into favorable. The additional costs could be because of rising fuel prices, toll roads, raises for drivers, etc. more avenues have to be explored in the future to save money on transportation (renegotiate contracts, new source of transportation, new transportation company, etc.)2B.Management by riddance is the practice of examining the financial and operational results of a business, and only bringing issues to the attention of management if results represent substantial differences from the budgeted or expected amount (Steven Bragg, 2014). This practice stinkpot be effective as it leaves upper management with more serious issues. By utilizing accurate and up-to-date information, management can keep the budget on track and consistent with what was forecasted. One main target for Management By Exception is net sales. Breaking down the yearly goals into weekly or periodic targets will allow the company to b etter breakdown the trends and identify areas of need and growth. By monitoring the trend of sales, management can initiate discussions on how to improve sales and how to keep up with demand if sales are higher than expected.Competition Bikes would be wise to make start/restart contract negotiations to champion consistent material and labor costs. Spending variance on materials was favorable but labor was unfavorable. If the price of the materials or labor increase substantially overtime, the budget could become more expensive, costing the company more money.Works CitedAverkamp, Harold. What is a flexible budget?. Learn Accounting Online for Free. N.p., n.d. Web. 27 Feb. 2014. .Bragg, Steven. What is management by riddance? Questions & Answers AccountingTools. What is management by exception? Questions & Answers AccountingTools. N.p., 5 June 2013. Web. 28 Feb. 2014. .

The Digital Millennium Copyright Act

procure is identified as a branch of rightfulness that gives rights to authors to merely reproduce, perform, distribute, and display their works. The main goal of the said law is to promote the investment of creating new work of arts and literature. The right of first publication law is an integral part of a legal field which is known as intellectual property. Basically, the secure law is a legal foundation that was created in order to protect the work of study industries such as book publishing, production of motion-pictures, music labels, and the development of computer software.Since the said industries are in account for the upscale development in the economic activity of United States, the creation of the right of first publication law became as important as the emergence of these industries (Schechter). Most of the time when people hear the term secure, the intellection of protection is circumscribed to certain works such as those of literature. However, due to the adv ancement in the technology of today majority of the industries are now at high risk of infringement.Infringement is identified as the reproduction, performance, distribution and display of any procure material without the permission of the owner of the copyright and without the presence of any call for license (Schechter). By the time that personal computers have been widely utilized, the issue of infringement catapulted as well. End users are now capable of reproducing copyrighted materials digitally and the distribution has been make easier in every part of the globe through the use of internet.In order to combat such unlawful activities, the initial actions of copyright owners were to defy protective measures in their works like the use of encryption and passwords. Yet, many of the end users are able to penetrate these measures in the end, the copyrighted material is settle down reproduced, distributed, displayed and performed (Schecter). In response to the augmenting issue o f infringement, a diplomatic conference was held in Geneva, Switzerland in December of 1996.The said conference was spearheaded by the World Intellectual stead Organization (WIPO) and was centered on the issue of certain copyright and neighboring right questions (Castro). As such, the meeting was held in order to address the challenges being go about by different industries regarding the protection of intellectual property that is at risk in the technological advancement of the digital age.The session was a month-long negotiation which cogitate in the adoption of two treaties (1) the copyright treaty which is centered towards the certain question which concerns the protection of artistic and literary works and (2) The performances and the phonographs treaty which is focused in the protection of the performers rights and the rights of the phonograph producers. The treaties include obligations about technological measures, management information rights as well as the victual in the enforcement of rights (Castro).On October 12, 1998, little than two years after the diplomatic conference, the US congress put forward the Digital Copyright crook (DMCA). By October 28, 1998, President Clinton signed into law the DMCA. The said legislation was intended to execute the functions of the two treaties signed during the Geneva conference. In addition, related provisions were also added in order to address the copyright issues that impact the entertainment industry.The final form of the DMCA covered five titles (1) WIPO copyright and performances and phonograph treaties implementation act of 1998 (2) Online Copyright Infringement Liability Limitation Act (3) Computer Maintenance Competition Assurance Act (4) The fourth title is comprised of six miscellaneous amendments that adhere to the Copyright act of 1976 which also include provisions regarding the facilitation of send over the internet and (5) the implementation of the vessel Hull Design Protection Act (Castro). epithet I WIPO Treaty Implementation The main purpose of Title I redresses the US copyright law in complying with the treaties adopted by the WIPO in 1996 which are the copyright treaty and the performances and phonographs treaty. Two new prohibitions were also created to a lower place the Title 17 of the US code. First is in relation to the circumvention of the technological measures applied by owners of the copyright in order to protect their works, and second is the copyright management information tampering.Civil remedies and criminal penalties were also added in account of violating the said prohibitions. Furthermore, title I also requires the copyright office of the USA to work with the part of Commerces National Telecommunications and Information Administrations (NTIA) in a two joint studies (U. S. Copyright Office 2). The following are the highlights of the most important prohibitions, limitations, defenses, exemptions and rights state in Title I of DMCA A. Technologies to circumvent approach path potencysBasically the prohibition in circumvention states that no individual shall ringway any technological measure that has the capability to control the access in a copyrighted material and the prevention of copyright management information from tampering (Castro). B. Use and distribution of technologies that bypass access controls Manufacturing, trafficking or importing technological devices as well as services in order to gain control over a copyrighted material is purely prohibited (Castro).C. Utilization and distribution of technologies that bypass the protection of any copyrighted material. This is an additional prohibition in the use and distributions of technological products, services and devices that tend to bypass the measures used for the protection of the rights of the owners of the copyrighted material. This prohibition is focused on the copyrighted materials rather than the access controls that protect them (Castro). D. Rights, limita tions, defensesThe rights, limitations, remedies and defenses for copyright infringement is non covered beneath these provisions. Both copyright violations and circumvention violations are different from each other thus the defenses for copyright violations are not the same as the provisions in part 1201 which is intended for the circumvention violation (Castro). E. Exemptions The Congress fully recognize that there are legitimate reasons why technological are circumvented in order to gain access over a copyrighted material. As such, the congress provided exemptions in provision 1201.The exemptions include Non-profit libraries, archives and educational institutions, reverse engineering, encryption research, use for the protection of minors, personal privacy and security testing. Each of the said exemptions has its own set of conditions upon its application (Castro). Title II Online Copyright Infringement Liability Limitation Title II of the DMCA added a new section 512 in the Fai rness in Musical Licensing Act stating that four new liability limitations are applied for the Online Service Providers (OPS) in terms of copyright infringement.The said limitations are derived from the four categories Transitory communications, system caching, information storage in systems or networks directed for users, and information location tools. piece 512 also includes special rules that apply to non-profit educational institutions in account to the said limitations (U. S. Copyright Office 8). Generally, Title II puts a limitation in the monetary liability of the providers in account to copyright infringement.The limitation is applicable in events such as when another party placed infringing materials on the website owned by the online service provider or if the OSP provided links or made connections to a particular website that contains infringing works. The new provisions provide a legal protection for the providers as long as they follow the guidelines set by the law. The guidelines identified exemptions or safe harbors in accordance to the activities carried out by the provider.Exemptions given out by the DMCA would only be functional if the defense presented by the OSP is under a copyright law or any law that is said to be applicable (Castro). Moreover, Title II created a procedure wherein an owner of a copyright could secure a subpoena from the federal court which orders an OSP to reveal the identity of a particular subscriber who is engaging with infringing activities (U. S. Copyright Office 9). Title III Computer Maintenance or RepairTitle III is an extension of the exemptions written in Copyright Act section 117 which is related with computer programs allowing the owner of a program copy to reproduce or adapt the programs while works on the computer. Owners or lessees of the computer are authorized by the amendment to reproduce the copy of a certain program during the time of the computer repair or maintenance. However, the reproduced copy should not be used in any manner and should be destroyed right after the computer maintenance or repair is done (US copyright office 13-14). Title IV Miscellaneous ProvisionsDMCA Title IV applied the following provisions (1) Refine and added the duties and authority of the copyright office (2) Added ephemeral recordings for broadcasters. transeunt recordings are the copies of a particular recording in order to manage the process of transmission. For instance a radio station could record songs and instead of broadcasting songs from the certain CD, they would use the recorded songs during the broadcast. (3) A provision that gives consideration on the promotion of distance education (4) Provision that gives exemption for non-profit libraries and archives.As such, the provision assists libraries in working on a new format of a copyrighted material once the original format of the material is already out-dated and (5) A provision that considers webcasting of sanitary recordings as well as the transfer of motion pictures (US copyright office 14-17). Title V Protection of Certain Original Designs The Title V of DMCA encompasses the Vessel Hull image protection act (VHDPA) by adding a new chapter 13 in the US Code Title 17.The amendment created a system that protects the original goal of a boat hulls useful articles which makes the object appear distinct and attractive. According to the VHDPA, the useful articles of the boat are only limited to the hulls of the boat and should not be longer than 200 feet. The said design would only be protected by the VHDPA if the useful article which embodies the design is made public or the design registration is published. If the application for the registration is not done within two years after the design was created, the VHDPA protection is lost.A design could not be registered if has been already known by the public for more than a year prior to the date of the application for registration. By the time that the design is re gistered, the protection is continued for ten years (US Copyright Office 17). The enactment of Digital Millennium Copyright Act received criticisms from various sectors. However, it is important to occupation that not all countries have the capability to enforce laws which governs the protection of copyrighted materials.Putting such law in effect is a step towards combating infringement of copyrighted materials and without the presence of strict laws that protect the rights of copyright owners, copyright piracy and copyright violations would continuously augment. Although limited countries have laws that actually heighten the security of copyrighted materials, in one way or another these countries would be able to persuade other nations to partake in the fight against infringement that would eventually end copyright violations.