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DVD Review At Deaths Door Essay Example | Topics and Well Written Essays - 1000 words

DVD Review At Deaths Door - Essay Example Dr. Patel is blamed for leading procedure on patients that would have made due without the activities. The specialist additionally safeguards himself on a few events, at one point contending that his patient Barry that had malignant growth could get by after an activity Unit (ABC News, 2010; Sparkk TV, 2014). A few lawful and moral issues are recognized in DVD particularly by Toni Hoffman and different medical attendants. Initially, Dr. Patel directed medical procedure in the emergency clinic regardless of being educated that the office would not take into account effective medical procedure (ABC News, 2010). This medical procedure prompted the passing of the patient. On another note, the specialist was supposed to be incredibly worried about bringing in cash rather than the general prosperity of the patients (ABC News, 2010; CNN, 2010). The specialist is seen to continually compelling the medical attendants to fulfill the time constraints set. More regrettable still, an incredible level of the patients had to take on medical procedure regardless of their conditions not being more terrible. ABC News, (2010) and CNN (2010) demonstrate that Dr. Patel even worked in odd hours all trying to get more cash-flow. The specialist additionally gave good old medications, filled wrong data on the out lines and even the patients had long deferrals before moves. Dr. Patel even led clinical medicines that weren't right, for example, treating the man with a convoy move on his chest who later kicked the bucket (ABC News, 2010; CNN, 2010). The medical attendants included were influenced in an extraordinary manner by the exercises led by Dr. Patel. From the film, it is clear that the medical attendants were influenced both mentally and genuinely and some could scarcely stand the passings that were occurring. An eminent model is Toni Hoffman who is demonstrated to experience enthusiastic pressure and even experienced restless evenings attempting to make sense of what might be the reasonable goals to their concern (ABC News, 2010). Toni’s mother clarifies how she experienced pressure and could scarcely have a typical existence. Among the positive activities embraced by all gatherings

Riot Asks Deborah Copaken Kogan

Riot Asks Deborah Copaken Kogan Our second “Riot Asks” reading-centric QA features the versatile photographer, memoirist, and fiction writer Deobrah Copaken Kogan, whose newly released The Red Book: A Novel (Hyperion) takes its title from the Harvard College (yes, kiddies, that’s what the undergraduate portion of a university is called) annual class publication. Copaken Kogan’s send-up of her real-life Class of 1988 25th-reunion hijinks actually forms a great backdrop for this interview, because she swooped easily from childhood memories to current events and back to Ivy-League recollections as she discussed the ways reading has influenced her life. For Copaken Kogan, the past is present, perhaps especially when she’s re-reading The Great Gatsby on her iPhone during a daily subway ride ____________________________ BOOK RIOT: What are you reading? DEBORAH COPAKEN KOGAN: Right now I am just finishing up When the Air Hits Your Brain: Tales from Neurosurgery by Frank Vertosick, Jr. Brad Reese posted about it on Facebook about a month ago because he’d gotten an early copy from a friend who is also a brain surgeon. It’s totally fascinating! I usually kind of alternate between fiction and nonfiction, but this book I downloaded immediately onto my Kindle because it just came out. It’s such a pleasure; Vertosick went to med school in the first place because he thought he wasn’t smart enough to be a physicistthen he winds up going into neurology because there aren’t any places left in cardiologythat sense of a him as a sort of bumbling Zelig-like outsider persists through the entire book and makes it human. I started reading it on the plane between college visits with my son Jacob. It took me all the way from California to home. I also just  finished The Class by Erich Segal because while I was writing my book everyone kept telling me, “You should read Erich Segal’s novel about Harvard!” I waited until I was finished! And now, I think I’m gonna write an essay about the reading experience. I mean, his book is a portrait of 1958 written in 1985, and his attitude toward women sort of made me crazy sometimes. There are some really misogynistic moments in the 50s events, some that I don’t even think Segal recognizes as such. Also, most of the Harvard friends and classmates he references became Big and Famous and Noteworthy. Guess what? My Harvard friends and classmates, for the most part, all became ordinary. Is this a difference of temperament? Gender? Both? I don’t know. But I’m going to write about it. BR: Which book do you wish you had written? DCK: To the Lighthouse by Virginia Woolf. I read that over and over and over again. When my dad was dying and we were all at our beach house in Delaware, parts of which he had builtwell, to be there after his pancreatic cancer diagnosis and reading Lighthouse was unspeakably hard but necessary. I read it again the next summer after he was gone. I can’t imagine life without this book. BR:  Which book do you recommend over and over again? DCK: You know, I find Philip Roth’s The Counterlife a really cool book because it really puts you, the reader, on edge. You finish the first chapter and hit the second and think wait, what’s going on? And you go back and re-read the first chapter thinking you’ll figure it out and you don’t and you think “WHAT IS HE DOING TO ME?” Then you hit Chapter Three and realize ooohhhh, now I get it! BR:  Who are your greatest influences as a writer? DCK: The cliché ones: Anne Frank, when I was really young, like in third grade. She was just an ordinary girl, writing in a diary, yet look what she produced. She taught me that you didn’t have to be an old woman to write, you could just start writing. You didn’t have to be a quote-unquote writer to writer It was an amazing lesson that I didn’t take in for way too many years, but I did learn it. A few others: Island of the Blue Dolphins hit me in the gut, the first book I can remember that did. The Little House books were very important to me because they led to the excitement of going to the bookstore to buy the entire set, the first time I felt that sort of greed and anticipation with reading. Finally, The Catcher in the Rye. During one teenaged summer with my family in West Harwich, Massachusetts, we frequented two beaches: The Big Beach and the Little Beach. While the rest of Them hit Big Beach, I would sulkily take my towel, all alone, to Little Beach and devour Salingerâ €™s prose. BR: Which book do you re-read regularly? DCK: I read The Great Gatsby every five years or so. When I was on this trip with my son, visiting colleges, he was reading it, too. I said hey, do you like it? And he responded, I’m not sure yet, I just started. I almost shouted Do you know who you are? You are the luckiest person in the world right now! You’re reading The Great Gatsby for the first time! This led to one of my favorite moments of the trip. We were standing in the security line at the airport and he saw a map of New York that included Long Island. He tried to figure out which of the “bumps” on it were West and East Egg. I didn’t want to burst his bubble BR: Whose book(s) do you most look forward to? DCK: Ian McEwan. Whenever one comes out, I just get very excited by it. BR: Describe your reading nook/corner. DCK: I read in many places. One is the glider thing you have when your kids are babies. Ours is old and shabby and covered with stains from spit up and such, but it’s in our bedroom and it’s such a soothing reading spot. Another: My iPhone’s Kindle app, whenever I’m on the subway. I think it’s increased my reading tenfold; I’ve read something like 44 books since I downloaded it. It keeps me constantly reading without having to remember to throw a book into my bag or try and fumble it out of my bag when I’m in a crowded car on the A train. BR: Has a book ever utterly disappointed you? How? DCK: Probably. But am I going to name names? No, I’m not. Why bother possibly turning off other potential readers of a book just because I didn’t like it? BR: Which book has changed your life? DCK: Frank McCourts Angela’s Ashes. I was reading that at a particular crossroads moment in my life, when I was not liking my job as a producer at Dateline at all. I’d always wanted to be a writer, and I had done lots of writing during my years in public school, but when I got to Harvard there was just one creative-writing course, with Mary Robesonand I tried to get in twice and was rejected. I thought OK, I’m not a writer. I decided to give up that dream. But then, while working on a team at Dateline, I realized I’m not a good collaborator. I just am not. I’m a perfectionist, and I was not suited for that life. I read McCourt’s book and thought: You know what, here’s this teacher. He finally sat down and look what he made! What could he have done if he’d started sooner? Ultimately, I did not want to be that parent who comes home miserable every day. I wanted to be proud of what I did, what I made. That was 1998, and I was 32 years old. I’ve never looked backtruth.

Why Should Minimum Wage Be Allowed - 1793 Words

In the United States, most teenagers are encouraged to get a job. Usually it is for extra money to pay for their own gas, but sometimes they are helping to support their family. Their starting wage is usually the minimum wage that our nation has set for businesses. Many large corporations start people at or around this wage and may increase it from there. The United States is unique because most of its jobs come from small businesses. America has given great opportunity for ambitious people to be their own boss and sell their own products. This is great for the economy and many people can find jobs through these small businesses. However, small businesses face a greater problem with wages. When the government begins to talk about raising†¦show more content†¦Because of their size, small businesses do not make as much profit as their corporate competitors do. According to Michael Saltsman, a franchise will spend about 30.5% of their sales on their employee’s pay. He es timates that 5% of sales is profit for the franchise (as cited by Knowledge, Business Squeeze section, para. 8). Small business owners are also concerned about the number of employees they could have working for them. If wages were to go up to $15.00 per hour, small business owners would have to give their employees fewer hours, or shrink their work force. Another negative impact on small businesses is trying to make up the money to pay for the increase in pay. Many small businesses would have to raise the prices on their services to pay their employees the required amount. This could cause less business in the facility if customers no longer are interested in paying more. One big misconception is that business owners make a large profit while paying their employees very little. Many people believe that businesses should have no problem with paying their employees more. While this may be true for some businesses, small businesses do not make as much of a profit as a large corporatio n would. Many small business owners keep a small amount to support their families. There are a lot of fees that come with running a business; these include rent for the building, the supplies needed to operate, and the production costsShow MoreRelatedMinimum Wage Persuasive Essay1106 Words   |  5 Pagesmore than the federal minimum wage? If you said yes then perhaps you are unaware of the many negative effects surrounding a higher minimum wage and after reading this you will be educated on why the minimum wage should not be raised. In the beginning, the minimum wage was created with good intentions. It was originally established in 1938 and was $.25 an hour (Sessions). It was created to make sure that businesses would not take advantage over workers. While the minimum wage was and still is a goodRead MoreShould Minimum Wage Be Raised?1062 Words   |  5 Pagesever pressing question regarding Minimum wage. Not many subjects can ignite a controversy as quickly as that of whether o r not minimum wage should be raised, or by how much should it be raised or if it should remain the same. What is minimum wage? By definition, minimum wage is the minimum hourly wage an employer can pay an employee for work. (â€Å"MinimumWage.com†) America’s minimum wage was first introduced by President Franklin D. Roosevelt in 1938. That minimum wage was introduced as part of the FairRead MoreMinimum Wage Is An Issue That Is Causing Uproar Amongst Working Class Citizens?1023 Words   |  5 PagesYimaj Sherif ENG 1520 Dr.James 16 August 2015 Minnsincsndcdcsdc Minimum wage is an issue that is causing uproar amongst working class citizens. For many workers, a simple increase of 30% in the federal minimum wage could be the difference between living in or out of poverty. Over the past few decades there have been countless increases in salaries, although none of those went to people who actually needed it. To this day the rich continue to get richer, vastly increasing their wealth, while theRead MoreMinimum Wage and Its Implications763 Words   |  3 PagesMinimum wage affects everyone. The current minimum wage is at $7.25 and President Obama announced that he wished to see a change in the minimum wage, he wants to raise the hourly wage to $10.10. A rise in the income of those who are employed will also raise the cost of hiring unskilled labor and can potentially reduce the number of people hired by businesses. Also, if minimum wage is raised then the price of the products that the companies are making might increase which will continue the cycle ofRead MoreShould Minimum Wage Be Significantly Increased in the United States?1450 Words   |  6 PagesThe minimum wage was set in a federal mandate back in the 1938, by President Franklin D. Roosevelt, to have a minimum hourly wage set across the United States. The bill is known as the Fair Labor Standards Act (FLSA). It was founded to boost the low-income families and provide some money to the full time workers. In its original form, the bill first covered about 38 percent of the workers in America such as covering the workers in the mining field and transportation industry. As we became more technologicallyRead MoreBenefits Of Minimum Wage Law990 Words   |  4 Pageshave a law in order to complete the bare minimum to afford a decent living condition, food for their families and even to put on decent clothes to keep themselves warm. The minimum wage law was set so employees have a decent living wage and are not in complete ruins after working rough conditions. There ar e many benefits towards the minimum wage law that was set in 1938 by President Roosevelt. It helps laborers who work in rough rugged conditions have a minimum set salary and have them able to affordRead MoreThe Regulation Of Minimum Wage1055 Words   |  5 PagesRegulation of Minimum Wage In today’s society, people face to many serious issues which affect the society both in a positive and negative ways such as increasing the employment rate and increasing the unemployment rate. The increasing of the unemployment rate is caused by some reasons, and one of the problems that causes the high unemployment rate is the issue of the minimum wage. Depending on the states in the U.S., the price of minimum wage is different, but the low minimum wage may cause theRead MoreMinimum Wage vs. Slavery1407 Words   |  6 PagesSLAVERY VS. MINIMUM WAGE Le’Sean Marks English 102; Civil War Term Paper March 21, 2013 In a time like today, everyone who has ever received minimum wage could agree that it is not ideal, nor is it fair in most cases. However, to compare the brutality of minimum wage to that of slavery is preposterous! In slavery, especially the slavery that occurred in America, human beings lacked more than just proper compensation for their labor. Along with not being fairly rewarded: families were rippedRead MoreWomen Have Been Fighting For Equality In The Work Field989 Words   |  4 Pagesmaking living wages and have equal rights. The average salary is clearly higher than it was in the 1800’s and 1900’s but yet the fight remains. The mill girls were the beginning to how we paved the way to America s current labor rights. The mill girls in Massachusetts were a prime example of women who had to fight for most of their lives for fair treatment and equality. Most of the time many aren t even aware that this is going on. For centuries, there has been a fight for wages, equalityRead MoreEthics Module 5 Essay782 Words   |  4 Pagesstudied in Module 2, you should answer  the following questions.  Ã‚  Ã‚  With each answer, you should  discuss the issues and set forth and defend a clear position.   --Federal law requires that employers pay a minimum wage and pay overtime, although some believe that the concept of a living wage is the more ethical standard.  Ã‚  Explain and defend your position on whether you agree or disagree. * I agree that the ethical standard for a living wage is more appropriate than the minimum wage that employers pay

Inclusion in UAE A Critical Report - 536 Words

The UAE was formed by the union of the coastal sheikdoms around the Arabian Gulf in 1971 by an agreement for a Federal Constitution. The country has forged ahead and the economy grew because of its oil wealth. Although now the economy is not reliant on oil and revenues come in from tourism, real estate and trading. This has promoted development in other areas like social, cultural and education. It also brought in a great influx of expat community and the Emirati population is only 20% (Gaad, 2006). The Education is under the direction of Ministry of Education (MOE). It encompasses of the government funded public schools where in the UAE nationals study free and the private schools cater to the expat population where MOE is responsible for the licensing (Bradshaw, 2004). Education is compulsory till grade 9.The country follows the Islamic human rights that every individual has a right to education (Bradshaw, 2004). The development in the education paved way to cater to the education of special needs and it began in a segregated setting called ‘Centre’s for Special Needs’ under the direction of MOSA. The first step towards declaring education as a right and that guaranteed equal opportunities for all came into effect through the Federal Law no. 29/2006. Though the law doesn’t insist that schools are the only place the SEN individual can be educated. Intital Projects towards inclusion After that the MOE began to start projects. It was later amended in 2009 Though UAE isShow MoreRelatedThe Impact of Global Terrorism Essay1387 Words   |  6 Pagesgovernments as a strategy to attain some fleeting strategic destinations The pattern started with Muhammad Zia-ul-Haqs dubious Islamization arrangements of the 1980s, under which clashes were begun against soviet inclusion in Afghanistan. Zias residency as president saw Pakistans inclusion in the Soviet-Afghan War, which expedited a more stupendous convergence of ideologically determined Muslims (mujahedeen) to the tribal territories and expanded accessibility of weapons, for example, the AK-47 andRead MoreTaking a Look at the Hyatt Hotel Group1769 Words   |  7 Pagesscores,† said Randy Goldberg, Vice President of Talent Management for Hyatt. There are two assessment reports from selection to development. First report shows the selection scoring, recommendations and interview probe questions. The questions save time as interviewers only target what could potentially be an issue for an applicant. Second report generated after hiring, is for development. This report displays where the new hire falls on the score range for each capacity and suggests activities andRead MoreCompetitive Profile Matrix Emirates2382 Words   |  10 PagesCompetitive Profile Matrix (CPM) Author:  admin Wednesday, 24 Sep 2014 Step 4. Competitive Profile Matrix (CPM) In order to construct a competitive profile matrix, it is necessary to determine critical success factors in airline industry. These are: strong management, organization of routes, availability of non-stop flights, qualified workforce, in-flight services and service promotions, price competitiveness, effective financial management, cost management. Main competitors of Emirates Airline canRead MoreHr Department of Ptcl3977 Words   |  16 Pages| 15 | 3. | Methods for scholarship Application | 18 | Executive Summary: The main purpose of this report is the study of human resource activities by the organization. I will focus on the Job analysis, recruitment, selection, training and development, and finally on the performance appraisals. I will try to Find out their weaknesses and give suggestions for improvements. My report contains all the information the PTCL. 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Effects of Implementation of a School Uniform Policy Free Essays

string(64) " unvarying policies and their consequence upon pupil behaviour\." Donohue ( 1996 ) provinces in response to turning degrees of force in schools, instructors, parents, and school functionaries have come to see school uniforms as one positive and originative manner to cut down subject jobs and increase safety. They believe that the acceptance of school unvarying policies can advance school safety, better subject and heighten the acquisition environment. In the Washington ( District of Columbia ) schools, a survey of the impact of uniform/dress codifications and patterns on school clime, educational attainment, and pupil affective and cognitive spheres was conducted. We will write a custom essay sample on Effects of Implementation of a School Uniform Policy or any similar topic only for you Order Now The consequences of the informations indicate the followers: ( 1 ) grounds cited for involvement in a unvarying policy were based on the demand to learn pupils that fabrics do non do a individual, fiscal nest eggs for household, and parent concern that kids might take part in an illicit act to buy interior decorator vesture ; ( 2 ) simple schools were more likely than secondary schools to be be aftering to implement a unvarying policy ; ( 3 ) parents were normally involved in developing a uniform policy in simple schools ; ( 4 ) there was no important alteration in the overall attending or educational attainment after implementing a policy ; and ( 5 ) parents an school staff believe that have oning uniforms has had a positive impact on school clime ( Stevenson 1991 ) . Purpose of the Survey: The intent of this proposal is to find if school uniforms, if implemented, will bring forth a perceptual experience of a safer and more disciplined acquisition environment for pupils, parents, and instructors at Southport Middle School in St. Lucie County. Research Questions: The research inquiries which will try to analyze: How will school uniforms cut down violent happenings in in-between schools- Who will profit the most from a school uniform policy, -What consequence will school uniforms have towards designer vesture and peer pressure- Are at that place any benefits or fiscal nest eggs if school uniforms are implemented -What affect will school unvarying policies have on safety and subject in in-between school. Hypothesis: The above information indicates that school unvarying constabularies appear to hold value. A research survey refering the effects of these policies on perceptual experience of safety and subject is of import and should be pursued. The proposed survey, hence, will be based on the undermentioned hypothesis: Percepts of safety and subject among pupils, parents and instructors in in-between schools are affected by the execution of school unvarying policies. The void hypothesis is stated as follows: School Uniform Policies have no affect on instructor ‘s, parent ‘s and pupil ‘s perceptual experiences of safety at South port in-between school. Rationale and Significance of the Survey: There have been a figure of surveies on the execution of a school uniform policy, and all of those published have been successful in run intoing some end or intent. This survey serves as another stepping-stone that will offer insight so that research worker can prove the sentiments about a policy that may really be implemented and is of great involvement to the concern of the in-between school population. on perceptual experiences of safety and subject on a sample population limited to middle school pupils, parents and instructors in St. Lucie County, Florida. A disciplined and safe acquisition environment should b a precedence demand for a good school, as pupils who are safe and secure are better pupils ( Donohue 1996 ) . In response to turning degrees of force in schools, instructors, parents, and school functionaries have come to see school uniforms as one positive and originative manner to cut down subject jobs and increase safety. They believe that the acceptance of school unvarying policies can advance school safety, better subject and heighten the acquisition environment. Nature of the Survey: In order to supply grounds of a causal nexus between variables, this survey attempts to set up a statistical relationship between the undermentioned variables. The design of the survey is descriptive, with a cross sectional design. The research is expected to associate the dependant variable, perceptual experience of safety and subject among pupils, parents and instructors at in-between schools with the independent variable, execution of school uniforms. This design appears to be appropriate so that the research worker can prove the sentiments about a policy that may really be implemented and is of great involvement to the concern of the in-between school population. Premises and Restrictions: It is expected that the survey will hold high internal cogency as it tests sentiments about a policy that may really be implemented and is of great involvement to the study participants. There is, nevertheless, a menace of prejudice since pupils, parents and instructors are cognizant of others involved in the research and may alter their replies consequently. The research besides may hold high external cogency if the pupils are considered to be representative of all in-between school pupils in St. Lucie County. LITERATURE REVIEW The intent of this proposal is to analyze if implementing school uniforms will bring forth a safer and more disciplined acquisition environment for pupils, parents, and instructors at Southport Middle School in St. Lucie County. Theoretical Model: The information introduced in the literary reappraisal provides the footing for a nexus between school unvarying policies and the perceptual experience of safety and subject in the school environment. This information was collected from decision makers and journalists who performed their ain experiments or observed others who had seen the alterations first-hand. In add-on, primary information has been collected from study distributed to all pupils, parents and instructors at South Port Middle School. Therefore, this survey will use a descriptive, cross-sectional design. The findings in the literary reappraisal, thenceforth, will be compared with replies to questionnaire on the execution of school uniforms in the in-between school environment. A convenience sampling of topics who fundamentally â€Å" select themselves † by returning the questionnaire will later supply the primary informations to be analyzed. Introduction to the Literature Review: There is a considerable sum of literature refering school unvarying policies and their consequence upon pupil behaviour. You read "Effects of Implementation of a School Uniform Policy" in category "Essay examples" Violence has late, been labeled by many wellness professionals as a possible menace to the overall wellness and academic success of kids ( Stephen 1996 ) . Steming force, hence, has become a precedence concern of school decision makers, particularly in the in-between school environment. Approximately one in four pupil ‘s concerns about going a victim of offense or menaces at school, and one in eight pupils study holding been victimized on a school campus ( Chandler 1996 ) . As a consequence of such studies, schools have implemented force bar plans, but these plans have shown small success ( McAllister 1995 ) . As the force bar plans continue, nevertheless, decision makers, instructors, parents, and pupils have noted a possible connexion between the types of vesture pupils wear in school and school force. Students have oning gang-related or gang-like vesture tend to rule the manner tendency at schools, particularly those in urban countries. When pupils are have oning gang-related vesture, the existent pack members frequently take the chance to come in unnoticed into schools. A pupil, hence, based on the colour or type of vesture he wears, can go the mark of knowing or unwilled force ( Gursky 1996 ) . In add-on, the manner of vesture presently popular with in-between school pupil ‘s loose-fitting bloomerss and outsize shirts can go a agencies of transporting arms or drugs into school and therefore indirectly increases the opportunity of school force. As pupils engage in the avidity to be stylish many besides set up a connexion between vesture manner and school force. Students may envy other pupil ‘s vesture but lack fiscal resources to buy similar manners. Consequently, pupils who do own these valuable points have been violently injured or even murdered for their interior decorator apparels or gym shoes. In Detroit, a 15 year-old was shot for his eighty-dollar hoops places. In Oxon Hill, Maryland, a 17 year-old male award pupil was killed at a coach halt, caught in a cross fire during the robbery of another pupil ‘s interior decorator jacket ( Woods 1996 ) . Consequently, school uniforms may cut down these violent happenings, necessitating kids to have on the same vesture could direct a message that all participants are on the same squad. Uniform Benefits: Historically, uniforms have been worn for a assortment of circumstance. Nurses wear their healthful shred work garb ; athletic squads put on their athletics apparels, complete with squad logo ; and military forces dress out in fatigues or frock unvarying to suit the juncture. Uniforms may be associated with positive or negative functions. Harmonizing to Majestic ( 1995 ) , uniforms can function several maps. First, uniforms define group boundaries, promote group ends, and cut down function struggle. Football squad member, for illustration, do non vie against each other, but they work hand in glove to accomplish the end of winning the game. Second, uniforms can uncover function theoretical accounts. These vesture symbols tell perceivers that the wearer can be categorized as a pupil, security guard, or Boy Scout. Third, uniforms legitimize functions in given state of affairss by clear uping rank and function. For case, individuals dressed in fire combat uniforms would be expected to be firemen who would snuff out firs. Finally, uniforms act as a symbol of group rank. Group members, even if they do non cognize each other personally, can place with each other by have oning a similar uniform. In the yesteryear, school uniforms have been used to exemplify that vesture does non do a individual. This is particularly true in the parochial school scene. However, oppositions of school uniforms have challenged frock ordinance by claiming a misdemeanor of the liberty involvement to command one ‘s visual aspect which is set Forth under the Fourteenth Amendment ( Stephen 1996 ) . In 1969, the Supreme Court affirmed, in Tinker v. Des Moines Independent Community School District, that official are â€Å" stat † histrions whose subject of pupils is constrained by the federal fundamental law ( Majestic 1995 ) , that the instance established, the right of pupils â€Å" to freedom of look in school unless the exercising of that right would materially and well interfere with the demands of appropriate subject or collide with the rights of others in the school † ( Majestic 1995 ) . Another dictum was established in the â€Å" Kelly Decision † . This determination establishes a method for analysing personal visual aspect instances. Harmonizing to Potner, ( 1996 ) , who believed that â€Å" a individual has a basic autonomy involvement in their personal visual aspect that can non be infringed with some screening of a rational footing related to a legitimate authorities involvement † ( Majestic 1991 ) . It appears that concluding for this instance is based on the theory that pupils are capable legion limitations o their personal freedoms as an built-in portion of the educational procedure. Affects on Safety and Discipline: The clang between pupils ‘ single rights to free look and the duty of public school governments to supply a safe and supportive acquisition environment helps to fuel the argument over dress-code policy. In 1988, in the Hazelwood School District v. Kuhllmeier instance, the Supreme Court found that public schools by and large are non unfastened public forums in the same sense as streets or Parkss and that school functionaries may therefore enforce sensible limitations on free address ( Potner 1996 ) . This opinion was consistent with earlier Supreme Court pronouncements that the â€Å" school ‘s alone function in advancing regard for authorization and traditional values and in fixing persons for engagement as citizens justifies greater latitude in modulating address on school belongings † ( Futrerell 1996 ) . A opinion on compulsory unvarying policy in public schools came from Maricopa County Arizona. In a 1995 instance and Arizona province justice upheld that a rigorous mandatory-uniform policy regulated free look whether the school ‘s ground for the unvarying policy was sensible. Local school territories and single schools normally adopt a unvarying policy. Harmonizing to the Manual on School Uniforms sent to schools by the United States Secretary of Education. Riley ( 1996 ) , finding whether to follow a school unvarying policy involves the followers: First, acquire parents involved from the beginning. Parental support of a unvarying policy is critical for success. The strongest push for school uniforms in recent old ages has come from parent groups who want better subject. Second, protect pupils ‘ spiritual look. A school unvarying policy must suit pupils whose spiritual beliefs are well burdened by a unvarying demand. Third, protect pupils ‘ other rights of look. A unvarying policy may non forbid pupils from warring or exposing expressive points every bit long as such points do non independently contribute to break by well interfering with subject or with the rights of others. Forth, find whether to hold a voluntary or compulsory school uniform policy. Some schools have adopted voluntary school unvarying policies that permit pupils freely to take whether and under what fortunes they will have on school uniforms. Fifth, do non necessitate pupils to have on a message. Schools should non enforce a signifier of look on pupils by necessitating them to have on uniforms bearing a substantial message, such as a political message. Sixth, assist households that need fiscal aid. School territories with unvarying policies should do commissariats for pupils whose households are unable to afford uniforms. Finally, treat school uniforms as portion of an overall safety plan. Uniform policy and its benefits: School territories across the state are sing school unvarying policies because they appear to supply ready solutions to some of the facets of school safety, pack force, arms in school, and assaults associated with larceny of expensive vesture. Gang attire causes packs to be openly hostile to each other and creates and ambiance of bullying or break, and inadvertent erosion of the incorrect colour can set a pupil ‘s life at hazard ( Reasonably, 1994 ) . Besides, in recent old ages, some young person manners have encourage have oning â€Å" baggy † apparels where arms can be and hold been hidden in outsize bloomerss or overalls. These sorts of discourtesies harmonizing to Jolly would be favourably affected by promoting or necessitating uniformity in pupil school wear. School Reduction of Violence: Nolin ( 1996 ) suggests seven benefits historically cited by advocates of school uniforms ; viz. , the belief that ( a ) subject and ( B ) regard for the instructor are increased, ( degree Celsius ) group spirit is promoted ; ( vitamin D ) academic criterions are maintained through uniformity ; ( vitamin E ) strain on parental begets is eased and ( degree Fahrenheit ) there is a lessening in the race for societal position, accompanied by an ability to de-emphasise socioeconomic difference by restricting â€Å" manner statements † , and ( g ) interlopers on the school campus can be more easy identified. School uniforms can besides cut down the accent on manner wars and reenforce the acceptableness of less dearly-won school vesture. Uniforms can ease the strain on parental budgets, a peculiar advantage in low-income households. Uniforms can besides cut down the usage of vesture as index of position and wealth ( Futrell 1994 ) . In add-on to encouraging pupils to concentrate on larning instead than on what to have on, uniforms can advance peer credence, every bit good as school spirit and school pride. By have oning uniforms, pupils can take ownership in school rank, bridge the differences among widely economic degrees of pupils, and go more incorporate through the decrease in cultural and cultural tensenesss ( Cohn 1996 ) . Further, uniforms can back up the connexion between school, professional scene, acquisition, and future success. Some experts suggest that pupils who come to school â€Å" dressed for success † and ready to larn a higher chance of accomplishing their ends ( Riley 1996 ) . In the study of the United Teachers of Dade County, Florida, about 60 per centum of the group ‘s members supported compulsory uniforms for school kids ( Gursky 1996 ) . Similarly, of the five thousand five 100 principals surveyed as attendants of the National Association of Secondary School Principals ‘ Annual Conference in February 1996, more than 70 per centum believed that necessitating pupils to have on uniforms to school would cut down violent incidents and subject jobs ( Portner 1996 ) . Furthermore, greater than 80 per centum of Long Beach Press-Telegram readers supported school uniforms ( Chandler 1996 ) . Long Beach, California, United School District, consisting 56 simple schools and about 60 1000 pupils, was the first big urban school territory in the United States to necessitate school uniforms for all pupils, kindergarten through class eight. Since 1994, when compulsory unvarying policies were adopted in this school territory, functionaries have found that force and subject jobs dramatically decreased ( Potner 1996 ) . In the first twelvemonth following execution, overall school offense decreased by 36 per centum ; sex discourtesies, by 74 per centum ; physical battles between pupils, by 51 per centum ; school suspensions, by 32 per centum ; and hooliganism, by 18 per centum ( Cohn 1996 ) . Uniform Safety and Discipline: In the Washington ( District of Columbia ) schools, a survey of the impact of uniform/dress codifications and patterns on school clime, educational attainment, and pupil affective and cognitive spheres was conducted. The consequences of the informations indicate the followers: ( 1 ) grounds cited for involvement in a unvarying policy were based on the demand to learn pupils that fabrics do non do a individual, fiscal nest eggs for household, and parent concern that kids might take part in an illicit act to buy interior decorator vesture ; ( 2 ) simple schools were more likely than secondary schools to be be aftering to implement a unvarying policy ; ( 3 ) parents were normally involved in developing a uniform policy in simple schools ; ( 4 ) there was no important alteration in the overall attending or educational attainment after implementing a policy ; and ( 5 ) parents an school staff believe that have oning uniforms has had a positive impact on school clime ( Stevenson 1991 ) . Another survey conducted by Woods ( 1992 ) in a Chicago public school surveyed the attitudes of parents toward a unvarying pupil frock codification. Seventy- Seven per centum of parents agreed that kids are pressured by their equals over vesture and about 80 % believed that uniforms eliminated so competition. Sixty per centum disagreed that have oning uniforms promoted positive interactions among pupils. No parents thought that unvarying frock provided any protection against packs and designation with pack vesture, but most felt that uniforms were more economical than the purchase of school apparels. Ninety-three per centum felt that have oning uniforms helps kids recognize that apparels do non do the individual. Finally, the few public schools that have implemented school uniforms have done so in the belief that there will be a assortment of benefits for pupils and that uniforms by themselves can non work out all the jobs of school subject, but they can be one positive lending factor to train and safety. Based on the study questionnaire, the sample population felt that a school uniform policy would hold a positive impact on module and pupils perceptual experiences of safety and subject. Any policy with such a positive impact on the module and pupils is good to the school. Decisions: The consequences of this survey will assist help parents, instructors and school leaders in finding whether to follow a school uniform policy. The strongest push for school uniforms in recent old ages has come from parent groups who want better subject. School uniforms can cut down the accent on manner wars and reenforce the acceptableness of less dearly-won school vesture. Uniforms can ease the strain on parental Budges, a peculiar advantage I low-income households. Uniforms besides cut down the usage of vesture as indexs of position and wealth. In add-on to encouraging pupils to concentrate on acquisition, instead than on what to have on, uniforms can advance peer credence, every bit good as school spirit and school pride. Finally, narrow and/or bridge the differences among widely economic degrees of pupils, and go unified through the decrease in cultural and cultural tensenesss. Chapter 3. Methodology Introduction: The intent of this proposal is to look into if school uniforms, if implemented, would cut down force in a school environment for pupils, parents, and instructors at Southport Middle School in St. Lucie County. Research Questions: The Research inquiries will try to analyze: How will school uniforms cut down violent happenings in in-between schools- Who will profit the most from a school uniform policy, -What consequence will school uniforms have towards designer vesture and peer pressure- Are at that place any benefits or fiscal nest eggs if school uniforms are implemented -What affect will school unvarying policies have on safety and subject in in-between school. Hypothesis: Percepts of safety and subject among pupils, parents and instructors in in-between schools are affected by the execution of school unvarying policies. School Uniform Policies have no affect on instructor ‘s, parent ‘s and pupil ‘s perceptual experiences of safety at South port in-between school. Theoretical Model: There have been a figure of surveies on the execution of a school uniform policy, and all of those published have been successful in run intoing some end or intent. This research examines the perceptual experience toward interior decorator vesture and peer force per unit area, unvarying colourss as a step of safety, unvarying frock as a fiscal nest egg, and the impact of the frock codification on self-expression ( which includes steps of subject ) . This survey will get down the procedure of interpreting of import administrative concerns that investigate perceptual experiences of safety and subject on a sample population limited to middle school pupils, parents and instructors in St. Lucie County, Florida. A disciplined and safe acquisition environment should be a precedence demand for a good school, as pupils who are safe and secure are better pupils ( Donohue 1996 ) . In response to turning degrees of force in schools, instructors, parents, and school functionaries have come to see school uniforms as one positive and originative manner to cut down subject jobs and increase safety. They believe that the acceptance of school unvarying policies can advance school safety, better subject and heighten the acquisition environment. Research Design: The study questionnaire was administered to the sample population to find if the benefits identified in the current literature reappraisal were of import plenty to see implementing a school uniform policy. The consequences of the instructor study indicate that school uniforms had a positive impact on the module and pupils. Parents ‘ responses to the study questionnaire findings show that parents believe that purchasing uniforms provide possible fiscal nest eggs on the buying of school vesture. The consequences of the pupil study indicate that pupils are pressured by their equals over the type of apparels they wear and are sometimes ridiculed about their apparels. All relevant descriptive statistics have been reported. A likert graduated table will be constructed, and the relationship of each inquiry to the entire mark will be examined. An alpha of.05 will be utilized to see a 95 % degree of assurance. All ratio degree informations will be collapsed so that a chi-square trial can be used to demo that a relationship exists. If the ensuing statistics reach the degree of statistical significance the hypothesis will be rejected. Sampling Design: The population chosen for this survey includes all in-between school pupils, their instructors, their parents and instructors in St. Lucie County Florida. Subjects include convenience sampling of 30 instructors ( 17 Blacks and 13 Caucasian ) , 30 parents ( 15 Blacks, 10 Haitians and five Hispanics ) and 30 pupils ( 15 Blacks, 10 Haitians and five Spanish americans ) at Southport Middle School who answered a questionnaire refering school uniforms. The study examines toward interior decorator vesture and peer force per unit area, unvarying colourss as a step of safety, unvarying frock as a fiscal nest egg, and the impact of the frock codification on self-expression ( which includes steps of subject ) . This survey will get down the procedure of interpreting of import administrative concerns. Then informations collected from instructor, parent, and pupil studies, and the entire size of the sample and the response informations returned will be reported. The random choice will justify an just distribution. The cogency of the inquiries will fall within the variables to deduce at a dependable analysis by the replies given. The design of the questionnaire consisted of several statements. Each party was asked to react to the inquiries by circling one of the three letters that â€Å" most about reflects † their attitude o the topic. The questionnaire provided specific statements about school uniforms and their affects on certain behaviour in school. The respondents were asked to supply an reply bespeaking the grade to which they supported the statement ( i.e. hold, differ, or unsure ) . In response to increasing school force several Teachers, Principals, Parents, and Students indicated a belief that uniforms could assist cut down force. Many people besides felt that the acceptance of school unvarying policies would take to an increased school safety, pupil subject, and pupil acquisition. The design of this survey is descriptive, with a cross sectional design. The research is expected to associate the dependant variable, perceptual experiences of safety and subject among pupils, parents and instructors in in-between schools with the independent variable, execution of school uniforms. The survey includes secondary informations from the literary reappraisal along with primary informations gathered from the study analyzing if a relationship exist between the variables It is expected that the survey will hold high internal cogency as it tests sentiments about a policy that may really be implemented and is of great involvement to the study participants. There is, nevertheless, a menace of prejudice since pupils, parents and instructors are cognizant of others involved in the research and may alter their replies consequently. The research besides may hold high external cogency if the pupils are considered to be representative of all in-between school pupils in St. Lucie County. Measures: This quantitative survey is descriptive, with a cross sectional design. The research is expected to associate the dependant variable, perceptual experience of safety and subject among pupils, parents and instructors at in-between schools with the independent variable, execution of school uniforms. This design appears to be appropriate so that the research worker can prove the sentiments about a policy that may really be implemented and is of great involvement to the concern of the in-between school population. In order to supply grounds of a causal nexus between variables, this survey attempts to set up a statistical relationship between the undermentioned variables: The dependant variable is the perceptual experience of safety and subject at schools where uniforms are required and the independent variable execution of a school uniform policy. A likert graduated table was constructed, and the relationship of each inquiry to the mark will be examined. An alpha degree of.05 will be utilized to see a 95 % degree of assurance. Data Collection: The information introduced in the literary reappraisal provides the footing for a nexus between school unvarying policies and the perceptual experience of safety and subject in the school environment. This information was collected from decision makers and journalists who performed their ain experiments or observed others who had seen the alterations first-hand. In add-on, primary information has been collected from study distributed to all pupils, parents and instructors at South Port Middle School. The research worker met with each group, instructors, parents and pupils, at a regular meeting at the school. At that clip, the studies were discussed and all inquiries were answered. The research worker noted that studies will be sent to parents and pupils who are non present at the school during meeting. The questionnaire was so distributed to all attendants ; respondents were given a deadline for completion and asked to return the informations by puting it in a bead box located in the chief office of South Port Middle School. If non adequate study questionnaires received, a 2nd questionnaire will be given to the respondents. The random choice will justify an just distribution. The cogency of the inquiries will fall within the variables to deduce at a dependable analysis by the replies given. The questionnaire provided specific statements about school uniforms and their affects on certain behaviour in school. The respondents were asked to supply an reply bespeaking the grade to which they supported the statement ( i.e. hold, differ, or unsure ) . In response to increasing school force several Teachers, Principals, Parents, and Students indicated a belief that uniforms could assist cut down force. Many people besides felt that the acceptance of school unvarying policies would take to an increased school safety, pupil subject, and pupil acquisition. Datas Analysis: The study questionnaire was administered to the sample population to find if the benefits identified in the current literature reappraisal were of import plenty to see implementing a school uniform policy. The consequences of the instructor study indicate that school uniforms had a positive impact on the module and pupils. Parents ‘ responses to the study questionnaire findings show that parents believe that purchasing uniforms provide possible fiscal nest eggs on the buying of school vesture. The consequences of the pupil study indicate that pupils are pressured by their equals over the type of apparels they wear and are sometimes ridiculed about their apparels. All relevant descriptive statistics have been reported. A likert graduated table was constructed, and the relationship of each inquiry to the entire mark will be examined. An alpha of.05 will be utilized to see a 95 % degree of assurance. All ratio degree informations will be collapsed so that a chi-square trial can be used to demo that a relationship exists. If the ensuing statistics reach the degree of statistical significance the hypothesis will be rejected. Internal Cogency: This research is expected to associate the dependant variable, perceptual experience of safety and subject among pupils, parents and instructors at in-between schools with the independent variable, execution of school uniforms. It is expected that the survey will hold high internal cogency as it tests sentiments about a policy that may really be implemented and is of great involvement to the study participants. There is, nevertheless, a menace of prejudice since pupils, parents and instructors are cognizant of others involved in the research and may alter their reply consequently. External Cogency: The research besides may hold high external cogency if the pupils are considered to be representative of all in-between school pupils. It is anticipated that the information gathered will ensue in the null-hypothesis being rejected. Sampling Design: The population chosen for the survey includes in-between school pupils, their parents and instructors in St. Lucie County. Subjects include a non-probability convenience sampling of pupils, parents, and instructors at South Port Middle School, in Port Saint Lucie, Florida, who answered a questionnaire refering the execution of school uniforms. South port Middle consists of about 50 instructors and 1,216 pupils. Teachers in this school represent a broad assortment of ages and old ages of experience in the instruction field. Parents besides represent a broad assortment of ages that come from different socioeconomic backgrounds. Students are ages twelve through 16 and stand for different racial backgrounds. Peer Review Discussion: The research survey will look into if school uniforms, if implemented, would cut down force in a school environment for pupils, parents, and instructors at Southport Middle School in St. Lucie County. The population chosen for the survey will include all in-between school pupils, their parents and instructors. Subjects include a non-probability convenience sampling of 30 instructors ( 17 Blacks and 13 Caucasian ) , 30 parents ( 15 Blacks, 10 Haitians and five Hispanics ) and 30 pupils ( 15 Blacks, 10 Haitians and five Spanish americans ) at Southport Middle School who answered a questionnaire refering school uniforms. The study examines how will school uniforms cut down violent happenings in in-between schools-who will profit the most from a school unvarying policy-are there any benefits or fiscal nest eggs if school uniforms are implemented-what affect will school unvarying policies have on safety and subject in in-between school. The survey began the procedure of interpreting of import administrative concerns into the undermentioned hypothesis: Percepts of safety and subject among pupils, parents and instructors in in-between schools are affected by the execution of school unvarying policies. The primary informations will be collected from instructor, parent, and pupil studies, and the entire size of the sample and the response informations returned was reported. The consequences of the study include the undermentioned: A great bulk of instructors believe that apparels do non do a individual. The bulk of parents believe that uniforms provide possible fiscal nest eggs on school apparels for the hereafter. Eighty per centum of pupils believe that there is peer force per unit area based on the type of apparels kids wear. The design of the survey will be a descriptive survey, with a cross sectional designed. An alpha degree.05 was used to guarantee a 95 % degree of assurance. The ordinal degree informations was collapsed so that a chi-square trial can be used to find whether a relationship exists. The variables in the survey efforts to back up the research that linked the dependant variable, perceptual experience of safety and subject among pupils, parents and instructors at in-between schools with the independent variable, execution of school uniforms. The survey besides include secondary informations from literary reappraisal along with primary informations gathered from the study limited to information complied by instructors, parents and pupils, which is expected that the survey will hold high internal cogency as it tests sentiments about a policy that may really be implemented and is of great involvement to the study participants. There is, nevertheless, a menace of prejudice since pupils, parent s and instructors are cognizant of others involved in the research and may alter their replies consequently. The research besides may hold high external cogency if the pupils are considered to be representative of all in-between school pupils in St. Lucie County. Therefore, it is anticipated that the information gathered will ensue in the null-hypothesis being rejected. Expected Findingss: It is anticipated that the void hypothesis will be rejected and the research perceptual experiences of safety and subject among pupils, parents and instructors in in-between schools are affected by the execution of school unvarying policies, will be supported. Harmonizing to Jolly ( 1999 ) school territories across the state are sing school unvarying policies because they appear to supply ready solutions to some of the facets of school safety, pack force, arms in school, and assaults associated with larceny of expensive vesture. Ethical Issues: To protect from injury the research worker will admit regard for individual the participant ‘s liberty and duty to esteem that liberty to protect participants with lessened liberty from possible development, and illustration of this would be the kids. In this survey Beneficence will besides be applied, which obligates the research worker to protect participants from injury every bit good as minimize hazards ensuing from the research. Confidentiality, privateness, and namelessness: The research worker will do equal commissariats to guarantee that participant ‘s individualities will non be revealed in the class of the research ore airing of research consequences. Then, there is Informed consent/assent, which may besides be needed mentioning to â€Å" Assent † if the possible research participants are kids of appropriate aged and have the ability to grok it means understanding to take part in research is needed and or release of acquiescence due to age if the research involves no more than minimum hazard. Finally, Justice, that requires just distribution by avoiding selected participants entirely because they are accessible or easy to act upon. Decision: Harmonizing to Jolly ( 1999 ) school territories across the state are sing school unvarying policies because they appear to supply ready solutions to some of the facets of school safety, pack force, arms in school, and assaults associated with larceny of expensive vesture. Research besides indicates the few public schools that have implemented school uniforms have done so in the belief that there will be a assortment of benefits for pupils. As the force bar plans continue, nevertheless, decision makers, instructors, parents, and pupils have noted a turning degree of force in schools. School functionaries have come to see school uniforms as one positive and originative manner to cut down force, subject jobs, and increase safety. They believe that the acceptance of school unvarying policies can advance school safety, better subject and heighten the acquisition environment. Any policy with such a positive impact on the module and pupils is good to the school. Finally, since school territories determine whether to follow school unvarying policies, each territory should reexamine the literature presented in the survey and the informations created for this research survey to find if they want to implement a school uniform policy. In add-on, schools that utilize school uniforms should ever describe their advancement so that future research workers will be able to do determinations on school uniform policy with minimal attempt. How to cite Effects of Implementation of a School Uniform Policy, Essay examples

Who Am I Essay Example For Students

Who Am I? Essay Who Am I? The amount of research that has been conducted about adoptees and their problems with identity development is enormous. Many of the researchers agree on some of the causes of identity formation problems in adolescent adoptees, while other researchers conclude that there is no significant difference in identity formation in adoptees as birth children. This paper will discuss some of the research which has been conducted and will attempt to answer the following questions: Do adoptees develop identity formation difficulties during adolescence? If so, what are some of the causes of these unpredictable changes? And finally does the role of te adoptive parent play a crucial role in the adoptees identity devolpment?The National Adoption Center reports that fifty-two percent of adoptable children have attachment disorder symptoms. It was also found that the older the child when adopted, the higher the risk of social maladjustment (Benson, 1998). This is to say that a child who is a dopted during infancy to a loving home, usually progress rapidly, especially in the cognitive development (Myers, 1999). Myers also states that babies reared in constitutions without the stimulation of a regular care-giver are often withdrawn, frightened even speechless. This may be due in part to the probability that an infant will learn how to trust, where as a ten-year-old may have more difficulty with this task, depending on his historyThe quality of attachment and the foundational sense of basic trust that derives from it, sets the stage for significant developmental outcomes concerning the individuals sense of self participation in relationship (McRoy 1990 ). Eric Erickson, a developmental theorist, discusses trust issues in his theory of development. The first of Ericksons stages of development is Trust v. Mistrust which takes place during infancy. A child who experiences neglect or abuse can have this stage of development severely damaged. An adopted infant may have the oppo rtunity to fully learn trust, where as an older child may have been shuffled from foster home to foster home as an infant, thereby never learning trust. Even though Trust v. Mistrust is a major stage of development, the greatest psychological risk for adopted children occurs during the middle childhood and adolescent years(McRoy. 1990). As children grow and change into adolescents, they begin to search for an identity by finding anchoring points with which to relate. This is the fifth stage of Ericksons model, which is called Identity v. role confusion. This is the time when teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are. The gradual re-shaping of self-definition that unifies the various selves into a consistent and comfortable sense of who one is, is an identity (Myers.1999). Unfortunately, adopted children do not have a biological example to which to turn (Horner Rosenberg , 1991), unless they had an open adoption in which they were able to form a relationship with their biological families as well as their adoptive ones. Also key to the development of trust is the ability to bond with adoptive parents. The absence of a biological bond between the adoptee and adoptive parents may cause trust issues in the adoptee (Wegar, 1995). We will write a custom essay on Who Am I? specifically for you for only $16.38 $13.9/page Order now Baran (1975) stated, Late adolescence . . . is the period of intensified identity concerns and is a time when the feelings about adoption become more intense and questions about the past increase. Unless the adopted child has the answers to these arising questions, identity formation can be altered and somewhat halted. McRoy. (1990) agrees with this point: Adolescence is a period when young people seek an integrated and stable ego identity. This occurs as they seek to link their current self-perceptions with their self perceptions from earlier periods and with their cultural and biological heritage (Brodzindky, 1987). Adopted children sometimes have difficulty with this task because they often do not have the necessary information from the past to begin to develop a stable sense of which they are. By the very institution of adoption, guilt, shame, and rejection may shape the adolescents emerging sense of self and identity (Wegar. 1995). They often have incomplete knowledge about why they were relinquished and what their birth parents were like, and they may grieve not only for the loss of their birth parents but for the loss of part ofthemselves. In essence, it seems that the adolescents identity formation is impaired because he holds the knowledge that his roots or his essence have been severed and remain on the unknown side of the adoption barrier. For example, adopted persons might feel that they are missing a crucial piece of their personal history because of lack of knowledge about their birthparents and consequently might find the process of identity development longer and more complex (Mc Roy.1990). The identity struggles of the adolescent are part of a human need to connect with their natural clan and failure to do so may precipitate psychopathology(Wegar, 1995). In most of the studies surveyed, the researchers are in agreement about one fact. Vital to the adopted adolescents identity development is the knowledge of the birth family and the circumstances surrounding the adoption. Without this information, the adolescent has difficulty deciding which family (birth or adopted) he resembles. During the search for an identity in adolescence, the child may face an array of problems including hostility toward the adoptive parents, rejection of anger toward the birth parents, self-hatred, transracial adoption concerns, feeling of rootlessness . . .. (McRoy. 1990). While searching for an identity, adolescent adoptees sometimes are involved in a behavior which psychologists term family romance. This is not a romance in a sexual manner, but rather a romance in the sense of fa ntasizing about birth parents and their personal qualities. Horner and Rosenberg (1991) stated that the adopted child may develop a family romance in order to defend against painful facts. Often times, adoptees wonder why they were adopted, and because closed-adoptions are common, the adoptee is left with many unanswered questions about the circumstances of the adoption. The adoptee may have a tendency to harbor negative feelings about himself, feeling like he was unwanted, bad, or rejected by the birth parent. These feelings can be quite powerful, so the adoptee will engage in this family romancing behavior in order to offset the negative feelings and try to reconcile his identity crisis. This point is stressed by Horner and Rosenberg (1991) when they write, The painful reality to be confronted by adoptees is that their biological parents did not want, or were unable, to find a way of keeping and rearing their own child. The children feel that they were either not meant to be orint olerable . . .. Finding an identity, while considering both sets of parents is a difficult task for the adolescent. The adoptee does not want to hurt or offend his adoptive parents, and he also does not want to ignore what is known about his biological roots. Horner and Rosenberg (1991) write: Adoptive status may represent a developmental interference for children during adolescence. Instead of the usual struggles over separation and the establishment of a cohesive sense of self and identity, the adopted child must struggle with the competing and conflictual issues of good and bad parents, good and bad self, and separation from both adoptive parents and images of biological parents. If all adoptions were open, the adoptee would have the ability to know about the traits of each family. He would have an easier task of forming an identity for himself, rather than struggling with the issues of to whom he can relate. If the adolescent has some information about his birth parents, such as ethnicity, socioeconomic status, and religion, Horner and Rosenberg (1991) believe that the following can happen: From the bits offact that they possess, adopted children develop and elaborate explanations of their adoptions. At the same time, they begin to explain themselves, and they struggle to develop a cohesive and realistic sense of who they are and who they can become. It appears that if the adoptee has even a minimal amount of information about his birth parents and adoption, he will have an easier time with identity formation than an adoptee who has no information about his adoption. The adoptive parents can also play a key role in aiding in identity formation of the adopted adolescent. Much of the research I surveyed at least touched upon the role of the adoptive parents. Kornitzer stated that the more mysterious the adoptive parents make things for the child the more he will resort to fantasy (Baran. 1975). This is yet another argument for open adoptions. Again, if the c hild knows the circumstances of his adoption and other pertinent information about his biological roots, he will have an easier time forming an identity in adolescence. It is also noted that, young adoptees are vulnerable to feeling different or bad due to the comments and actions of others (Wegar, 1995). This is to say that the child will feel more accepted, and that his adoption is not a stigma if his adoptive parents have the conviction that being adopted does not make the family bad, and it does not mean that the adoptive parents are failures because they could not have biological children. Sometimes the negativity of adoptive parents about the circumstances of the adoption can be sensed by the adoptee, thus causing the adoptee to believe that there is something wrong with being adopted. Once again, this can cause identity development problems, especially if the adolescent believes that he is inferior or bad because he is adopted and not raised in his biological family. The lite rature on adopted children has long documented particular and sometimes intense struggles around identity formation, and suggests that in many ways adopted children follow a different developmental course from children who are raised by their biological parents (Horner and Rosenberg, 1991). In conclusion, it is difficult to say who is right in their beliefs about adoptees and identity formation. The research here mostly proves that adoptees do have quite a bit a difficulty forming an identity during adolescence, and that this difficulty can be due to a number of factors. Negative parental attitudes about adoption can have a negative affect on the adoptee. The issue of open versus closed adoptions will forever be a debate, but the research does show that the more an adoptee knows about his birth family and the circumstances surrounding his adoption, the easier it will be for him to form an identity during adolescence. Family romance, I believe is the ability to fantasize about the bi rth family which may be a healthy option for the adolescent who is the victim of a closed adoption. It allows him to construct a view of what his birth family is like, and it also allows him to relieve himself of some of the internal pain, which is caused by closed adoptions. Overall, most of the literature supported the notion that adoptees do indeed have identity formation problems. Works CitedBaran, A., Pannor, R., Sorosky, A. (1975). Identity Conflicts in Adoptees. American Journal of Orthopsychiatry, 45(1), 18-26. Benson, P., McGue, M., Sharma, A. (1998). The Psychological Adjustment of United States Adopted Adolescents and Their Nonadopted Siblings. Child Development, 69(3), 791-802. Cote, A., Joseph, K., Kotsopoulos, S., Oke, L., Pentland, N., Sheahan, P., Stavrakaki, C. (1988). Psychiatric Disorders in Adopted Children: A Controlled Study. American Journal of Orthopsychiatry, 58(4), 608-611. Horner, T., Rosenberg, E. (1991). Birthparent Romances and Identity Formation in Adopted Children. American Journal of Orthopsychiatry, 61(1), 70-77. .ud6a844a3ca17f0c8295c5b511dda197c , .ud6a844a3ca17f0c8295c5b511dda197c .postImageUrl , .ud6a844a3ca17f0c8295c5b511dda197c .centered-text-area { min-height: 80px; position: relative; } .ud6a844a3ca17f0c8295c5b511dda197c , .ud6a844a3ca17f0c8295c5b511dda197c:hover , .ud6a844a3ca17f0c8295c5b511dda197c:visited , .ud6a844a3ca17f0c8295c5b511dda197c:active { border:0!important; } .ud6a844a3ca17f0c8295c5b511dda197c .clearfix:after { content: ""; display: table; clear: both; } .ud6a844a3ca17f0c8295c5b511dda197c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud6a844a3ca17f0c8295c5b511dda197c:active , .ud6a844a3ca17f0c8295c5b511dda197c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud6a844a3ca17f0c8295c5b511dda197c .centered-text-area { width: 100%; position: relative ; } .ud6a844a3ca17f0c8295c5b511dda197c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud6a844a3ca17f0c8295c5b511dda197c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud6a844a3ca17f0c8295c5b511dda197c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud6a844a3ca17f0c8295c5b511dda197c:hover .ctaButton { background-color: #34495E!important; } .ud6a844a3ca17f0c8295c5b511dda197c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud6a844a3ca17f0c8295c5b511dda197c .ud6a844a3ca17f0c8295c5b511dda197c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud6a844a3ca17f0c8295c5b511dda197c:after { content: ""; display: block; clear: both; } READ: Supply And Demand EssayMcRoy, R., Grotevant, H., Furuta, A., Lopez, S. (1990). Adoption Revelation and Communication Issues: Implications for Practice. Families in Society, 71, 550-557. Myers, David G. (1999). Exploring Psychology Fourth Edition. New York, New York. Wegar, K. (1995). Adoption and Mental Health: A Theoretical Critique of the Psychopathological Model. American Journal of Orthopsychiatry, 65(4), 540-548. Who Am I Essay Example For Students Who Am I Essay It is a mistake to believe that everything in this life is clear and understandable. There are many undiscovered mysteries, the answers to which humanity hasn’t found yet. And the older a person becomes, the more such questions he or she has. Who are you? What is your nationality? What do you do? What are your religious beliefs? What type of person are you? What can you tell about the character? The answers to these questions can differ and change with the time. Today you may say I am a student, and tomorrow, I am a pilot. It all depends on your choice, your experience, or situation. A human can safely say who he is or hide it from others. It’s all about character. The answer to any question is a small choice. But the most important questions are those that we ask ourselves standing in from of the mirror alone. Many times I have tried to describe my individuality but I always have new and news answers appearing in my mindw hen I get older.. We will write a custom essay on Who Am I specifically for you for only $16.38 $13.9/page Order now One of such difficult questions is who I am? What is the difficulty of this, at first glance, simple question? Its clear that I am, above all, a person. I have got my character, my beliefs, my needs. But if you do not dwell on this and continue working further, there will be only more questions. We are all used to the fact that things around have some purpose, everything has its function. And it is natural that after losing its main function, a certain object ceases to exist. But is it applicable to a human? There are many proverbs and sayings that help us find an answer to this difficult question: we are what we eat, show me your company, and Ill tell you who you are, etc. But should I talk about my character, about my personality, my experience or knowledge? Looking at a human from the biological aspect of view, one can say that his main purpose is procreation because man is mortal, but life must continue. But this approach seems to be too simple. What if one day our knowledge will allow opening the formula of immortality, and the constant continuation of the family will lose its meaning? Is it possible to assert that man must exist only in order to reproduce? I don’t think so. In the modern world, it is already clear that a person has more important goals. In particular, the improvement of the world, new scientific discoveries and it is all about self-development. What kind of person am I? Seems that now the answer about my personality will be much simpler. Without denying the need for procreation on Earth is important, I still consider myself to be such type of human who seeks to improve the world. Many imperfections surround us, and I think that my personality can make discoveries that will improve the whole world around. Like all of us, my character possesses undisclosed potential, the prospect of improving the world, the chance to make it much more interesting and diverse than it is now. When I am asked who am I, I do not necessarily have to describe my personality or my character. First of all, I am a human. I am part of this huge, complex world. I can be a lawyer or a doctor, bold or scared, athlete or scientist, but I always remain a person. That type of person who does not care about the fate of others. A person who wants to make the right decisions, but does not always cope with the task. A man who helps those who need it. I want always to remain honest. I want to give people warmth and try not to hurt them. It is about my character. It seems to me that each of us should be the cause of somebody’s happiness. And someday, I want to say boldly that Im a man who has made the world a little better. .u702ae6e61c5b35bea74608ffaa2d057e , .u702ae6e61c5b35bea74608ffaa2d057e .postImageUrl , .u702ae6e61c5b35bea74608ffaa2d057e .centered-text-area { min-height: 80px; position: relative; } .u702ae6e61c5b35bea74608ffaa2d057e , .u702ae6e61c5b35bea74608ffaa2d057e:hover , .u702ae6e61c5b35bea74608ffaa2d057e:visited , .u702ae6e61c5b35bea74608ffaa2d057e:active { border:0!important; } .u702ae6e61c5b35bea74608ffaa2d057e .clearfix:after { content: ""; display: table; clear: both; } .u702ae6e61c5b35bea74608ffaa2d057e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u702ae6e61c5b35bea74608ffaa2d057e:active , .u702ae6e61c5b35bea74608ffaa2d057e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u702ae6e61c5b35bea74608ffaa2d057e .centered-text-area { width: 100%; position: relative ; } .u702ae6e61c5b35bea74608ffaa2d057e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u702ae6e61c5b35bea74608ffaa2d057e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u702ae6e61c5b35bea74608ffaa2d057e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u702ae6e61c5b35bea74608ffaa2d057e:hover .ctaButton { background-color: #34495E!important; } .u702ae6e61c5b35bea74608ffaa2d057e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u702ae6e61c5b35bea74608ffaa2d057e .u702ae6e61c5b35bea74608ffaa2d057e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u702ae6e61c5b35bea74608ffaa2d057e:after { content: ""; display: block; clear: both; } READ: Forensic Science: Proper Crime Scene Techniques. EssayAsk yourself: What kind of person am I and who do I want to be? Everything is in our head and hands. My character gives me a possibility to choose whom to be. I am a student, a son, a brother, a friend, a listener, a Christian, sometimes even a creator, because it is my choice what type of person I want to be today.

The Best Way to Read the SAT Writing Passages

The Best Way to Read the SAT Writing Passages SAT / ACT Prep Online Guides and Tips The format of the SAT Writing section is very unique, and you may not have taken a test with a similar format. To reach your target score, you're going to need a specific approach to tackle the passage-based questions. In this article, I will explain the various approaches you can take when reading the SAT Writing passages, and I'll guide you on how to identify the strategy that will work best for you. Why Do You Need a Specific Approach to Reading SAT WritingPassages? The format of the SAT Writing section is unique and determining which approach will work best for you will help you combat likely mistakes. Some students only look at the underlined portions of sentences without understanding their context. Another common mistake is to rush through the section and make careless mistakes. Having a tested approach will help you maximize your efficiency. Regardless of the approach you take, you should always read the complete sentence that contains the underlined portion. Also, you have to be consistent. Once you decide the best approach for you, use that approach on all your practice questions. Omar Reyes/Flickr The Top 4Strategies for Reading SAT Writing Passages These are the different approaches you can take to reading the passages. #1: Paragraph-by-Paragraph For this approach, you read each paragraph, and then you answer the questions in that paragraph. The benefits of using this approach are that you’ll understand what’s going on in the passage before you answer questions, and you’ll be forced to read full sentences before answering questions. The main drawback of this approach is that it can be time-consuming. I recommend trying this approach on a practice section and seeing if you’re able to finish the section in 35 minutes. If you only need a couple extra minutes to finish, this approach can still work for you because you'll probably speed up with repeated practice. If you don't feel comfortable or confident being able to finish using this approach, you may want to use one of the other strategies I'll discuss. Let's go through how the paragraph-by-paragraph approach works using a practice SAT Writing section. If you were using the paragraph-by-paragraph approach on this section, you would read the entire paragraph up until â€Å"conversation† and then do question 31. This approach would work well here because question 31 requires an understanding of the paragraph. Then, you would read the next paragraph before attempting to answer questions 32 and 33. On the SAT, you would repeat this process for each paragraph in each passage. In case you're curious, I've provided the answers to these questions. Answers:31. C, 32. A, 33. A Paragraphetzel (Windell Oskay/Flickr) #2: Answer as You Go In this approach, you read through the passage, and when you come to an underlined portion, you read past it to the end of the sentence. Then you answer the question before continuing. The benefits of this strategy are that it’s straightforward and fast. It’s a good strategy to try if you find yourself running out of time on the paragraph-by-paragraph approach. The biggest drawback of this strategy is that you may have trouble answering questions about paragraphs and transitions that require a more thorough understanding of the passage. Personally, I like to use the answer as you go approach, but when I come to a question that requires me to read more of the passage, I continue reading until I have enough information to correctly answer the question. You can also save the questions that require a more complete understanding of the passage until the end when you’ve answered the other questions and have completely read the passage. If you use the answer as you go strategy, make sure you read until the end of sentences before answering questions. Here’s how to use this approach correctly: If you used this approach, you would read the paragraph up until â€Å"machines† before doing question 26. After completing question 26, you would read the next sentence until â€Å"presentations.† Then you would do question 27. Finally, you would read the final sentence of the paragraph and then do question 28. For question 28, you may need to refer to the earlier paragraphs or the paragraph that follows to eliminate answer choices. However, for this particular question, because you will have read the entire passage up until this point, you can correctly answer this question without doing any additional reading. While this approach is quicker, it can lead to more errors if you’re unable to recognize when you need to do more reading to correctly answer questions. Answers:26. A, 27. B, 28. C #3: Sentence-by-Sentence In the sentence-by-sentence approach, you only read sentences that include underlined portions. This strategy has significant drawbacks because you won’t comprehend the passage as well, and that may make answering some of the writing style questions that require a more thorough understanding of the passage rather difficult. I don’t recommend using this approach if you’re shooting for a 650 or above on Reading and Writing. However, if you find yourself running out of time using other approaches or you’re getting distracted by irrelevant details, this could be a good approach for you. Just make sure you’re reading the entire sentence. Let’s take a look at this approach in practice: Read the first sentence and then do questions 34 and 35. Then read the next sentence and do 36. After, you can skip the sentence that starts with "Planned" and read the sentence containing 37 that starts with â€Å"It also reinforces.† Again, if you encounter a question that requires a more thorough understanding of the passage, you can skip it and come back to it later, or you can read more of the passage until you know enough to answer the question. If you’re using this strategy, follow this approach for each question in every passage. Answers:34. D, 35. A, 36. D, 37. A #4: Passage First The last approach is to skim the entire passage, and then go back through using sentence-by-sentence to answer the questions. This strategy is the most thorough, and it can be helpful if you find yourself having trouble on the organization or big picture questions. However, this approach can take too much time and be trouble than it’s worth.If you're a fast reader and have the most difficulty with the organization and content-based questions, this approach can be beneficial. If you struggle with time or feel more comfortable answering the questions as you read the passage, then this isn't the ideal approach for you. How to Find the Right Strategy and Use It Effectively Here are the steps to go through to figure out which approach to use. Step #1: Try Paragraph-by-Paragraph For most students, this approach will yield the best results. It may not be the best one for you, but try it first to see how it works. Step #2: Analyze Why You’re Missing Questions to Decide on the Best Approach After you finish your practice section, go over it very carefully; figure out why you got questions wrong and where you struggled. Make sure you know how to review practice tests. Think about these questions to decide which approach to try: Did you run out of time? If you’re running out of time with 5 or fewer questions left, try the answer as you go approach. If you’re running out of time with 6 or more, try sentence-by-sentence. Do you have time left over? How much? If you have more than 3-4 minutes left at the end and you’re missing questions, you need to slow down. You’re probably rushing. Make sure to read the passage and questions carefully. Are you missing a lot of the big picture questions that ask about entire paragraphs or the passage as a whole? If so, you may want to focus on your reading comprehension and attentively reading the passage. Based on your answers to these questions, decide which approach is best for you, and then practice that approach. It may take a couple of attempts to figure out what works best for you. Remember that regardless of which approach you take, you need to read the whole sentence before answering questions. Step #3: Practice Your Approach Repeatedly Once you decide on an approach, use it on every practice test and question. The purpose of having a designated approach to the passages is to enable you to correctly answer the questions as efficiently as possible. If you’re having difficulty maintaining a certain approach, you may want to try another one that’s easier for you to follow. It may take some time to find the best approach for you, but once you find it, you’ll be able to maximize your score. These approaches only work if you use them consistently. What's Next? If you're trying to master the content for SAT Writing, make sure you know the 12 most important grammar rules. Also, you're going to want to review my articles on punctuation and transitions. For those of you aiming for perfection, get expert advice from a perfect scorer on how to get a 1600. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Word Choice Eventually vs. Ultimately - Proofread My Paper

Word Choice Eventually vs. Ultimately - Proofread My Paper Word Choice: Eventually vs. Ultimately â€Å"Eventually† and â€Å"ultimately† have plenty in common. Both are ten letters long. Both have â€Å"-ly† at the end. And, crucially, both refer to something that happens (or is expected to happen) after a certain period of time. It’s this final overlap which causes most confusion, with some people using â€Å"eventually† and â€Å"ultimately† interchangeably. However, there is an important difference, so you won’t want to mix up these words in your written work. Eventually (Some Time Later) We’ll begin with â€Å"eventually,† which generally means â€Å"some time later† or â€Å"finally,† especially after a prolonged delay: The queue was long, but we reached the front eventually. If you queue for too long, petrification can set in. It can also be used more generally to indicate an unspecified amount of time, even where no specific delay occurs: I’m new to ballet, but I’m hoping to eventually turn professional! In both cases, â€Å"eventually† emphasizes the passage of time, either in relation to something that has happened or that is expected to happen. Ultimately (In the End) â€Å"Ultimately† can mean â€Å"finally† or â€Å"in the end,† too, but specifically refers to the finishing point in a process or series of events: Although it seemed benign to begin with, the virus ultimately spread to other countries. A second meaning of â€Å"ultimately† is to indicate something as a fundamental or basic fact: Ultimately, tiddlywinks is a game of thrills and spills. Tiddle that wink! [Image: Hannes Grobe]Even in this second use of â€Å"ultimately,† there is a strong sense of finality, as it suggests something is beyond dispute or conclusive. Eventually or Ultimately? When used to mean â€Å"finally,† there are situations in which â€Å"eventually† and â€Å"ultimately† can be used interchangeably. However, even then, each word emphasizes something different. If we say something happened â€Å"eventually,† it’s usually the passage of time we are stressing. Hence â€Å"eventually† is normally used when describing something that happens after a delay. If we say something happened â€Å"ultimately,† on the other hand, the emphasis is on finality, so this term is best saved for referring to something that happens at the end of a process. For example, the ultimate fate of all sausages. When â€Å"ultimately† is used to mean â€Å"fundamentally,† moreover, it’s even more important to use the correct term, since â€Å"eventually† wouldn’t make sense in this context.

Identifying Instructional Resources Essay Example | Topics and Well Written Essays - 750 words

Identifying Instructional Resources - Essay Example This activity supports the instructional objective by giving the students multiple representations of the content: first, they read the content in our class text. Next, they identify the most important information in the text - that which defines and gives the function of the three branches of government. Lastly, they place the informational in a new organizational context - the Concept/Definition Graphic Organizer. This activity is well suited to the students' academic level because it requires comprehension of text, the selection of important content, summarizing that content, and placing it a new context. The graphic organizer will show the content in a new context for students, and more contexts will yield a more thorough understanding. From page 214 in the manual, students develop their understanding of the instructional objectives through the use of a Comparison Matrix. It asks them to compare and contrast the different branches of governments and their various responsibilities, including those of checks and balances. To practice multiple representations of content, they also create a picture or illustration using paper and markers provided by the teacher demonstrating their knowledge of checks and balances. ... Instructional objectives: - compare and contrast the different branches and their role within the U.S. - demonstrate an understanding of checks and balances by illustrating in a picture. - use word processor; create a paragraph explaining each branch of government. From page 214 in the manual, students develop their understanding of the instructional objectives through the use of a Comparison Matrix. It asks them to compare and contrast the different branches of governments and their various responsibilities, including those of checks and balances. To practice multiple representations of content, they also create a picture or illustration using paper and markers provided by the teacher demonstrating their knowledge of checks and balances. Students then use the Comparison Matrix as an outline for an essay that they complete using a word processing program. These activities should be highly engaging for students because they employ several different learning modalities and are at a skill level that is challenging but attainable for their age group. Resources: Internet access. Reuters. http://www.reuters.com/; cnn.com: http://www.cnn.com/; and The New York Times Online: http://www.cnn.com/ Instructional objectives: - locate and be able to discuss current issues in the media concerning the government. - formulate at least two concerns/problems that would fall under the jurisdiction of the branches of government. Students find current issues in media concerning the government by using Internet search engines. They write a summary of these issues using a word-processing program. They include two examples of a current issue for each of the three branches of government. These activities link the abstract notions of what government does with