The Rwanda Genocide Essay Example | Topics and Well Written Essays - 2000 words

The Rwanda Genocide - Essay Example Racial superiority has caused much violence and many deaths for those who have been labeled by the ‘superior’ as ‘inferior.’ This violence has been spawned mostly by an extreme hatred for those viewed as different or inferior. Furthermore, such feelings of hatred have been translated into outright acts of violence against those viewed as inferior, and this at times often prompted retaliation against their oppressors, such as the case in Rwanda. With these premises, the world has been witness to various acts of violence, including the massacre of a significant number of people, all in the name of racial superiority. The concerned countries of the world have often refused to act in time to stop these events even though ample signs of trouble were apparent. Racial superiority has traditionally been an issue for various countries at one point or another in their history, but none worse than that displayed by the Nazis over the Jews and by the Tutsis over the Hut us in Rwanda. Similarities can be seen between the events of the Holocaust and the Rwandan genocide. â€Å"Rwandan genocide took place between April and June 1994. During this tragic period of 3 months some 800,000 Rwandans died, the majority were ethnically Tutsis murdered by their rival countrymen the Hutus† (BBC News). ... The blame was placed firmly on the shoulders of Tutsi leader Paul Kagame (who is now the current Rwandan President, but then leader of the Rwandan Patriotic Front (BBC News). This was denied by Kagame who blamed the attack on Hutu extremists. Nevertheless, within a few hours of the attack, violence broke out all over the country; and such violence would not wane until three months after the assassination of Habyarimana (BBC News). By then nearly a million Rwandans would lose their lives. The persecution of the Jews began in the early 1930’s. Adolf Hitler became chancellor of Germany in 1933. The persecution continued and built up into and through World War II, finally ceasing in 1945 when war in Europe finally ended. It is believed that some 6 million Jews died, as well as members of other minorities such as Gypsies. During this time, six million Jews in Europe were murdered, the rest were persecuted and tortured, and 5000 Jewish communities were destroyed (Perry 67). The deat hs did not begin as soon as the Fascists came into power. Time was spent first in spreading propaganda across Germany against those seen by the government as the enemies of the Aryan race; at the same time, life for the minorities was made very difficult. The aim was to encourage Jews to leave the country. To some extent, this succeeded; however, Hitler could not wait and in 1938 came Kristallnacht – these were the state sanctioned riots aimed at the Jewish population (Gellately 45). It seems then that xenophobia can be about more than feeling other people are different, or even inferior, but can also be about poor self image and the resentment of other people’s success. Rwandan genocide and Holocaust showed

Investment Strategies Order Number Essay Example for Free

Investment Strategies Order Number Essay There are many methods an investor can use to determine if a stock is a good buy or not. Three indicators often used to assess the risk of a security are beta, alpha and the Sharpe ratio. One of the most popular measures of risk associated with a security is its beta. Beta is a measure of a stock’s volatility in relation to the market as a whole. The market is given a beta of 1. 0 and individual stocks are ranked according to how much they deviate from the market’s beta. Stocks with a beta of less than 1. 0 are considered less volatile than the market and, therefore, pose less risk. Stocks that have betas higher than 1. 0 are considered more volatile than the market and, therefore, pose more risk. All things being equal, an investor would expect to see higher returns on a stock with a beta higher than the market than one with a beta lower than the market. (1) Beta is also a key component for the capital asset pricing model (CAPM). The original CAPM defined risk in terms of volatility, as measured by a stock’s beta coefficient. The formula is: Kc = Rf + beta Km – Rf) where Kc is the risk-adjusted discount rate (also known as the cost of capital) Rf is the rate of a â€Å"risk free† investment, i. e. ten-year treasury bill Km is the return rate of a market benchmark, such as the SP 500 Kc is the expected rate of return you would require before you would be interested in a particular stock at a particular price. The CAPM expresses the amount of risk a particular stock has and gives an investor an idea of the expected returns he should expect given a certain level of risk. The more risky a stock is the higher the level of returns an investor would expect for that particular stock. (2) A stock’s alpha is a mathematical estimate of the amount of return expected from a stock’s inherent values, such as the rate of growth of in earnings per share, management strengths or other factors, as opposed to general market conditions. Stocks with an alpha greater than 1. 0 can be expected to outperform the market regardless of what happens to the market as a whole. (3) The Sharpe ratio helps investors determine the best possible proportion of securities to use in a portfolio that can also include cash. The formula for the Sharpe ratio is: S(x) = (Rx – Rf) / StdDev(x) where x is some investment Rx is the average annual rate of return of x Rf is the best possible rate of return of a â€Å"risk free† security (i. e. cash) StdDev is the standard deviation of Rx The Sharpe ratio is a direct measure of reward-to-risk. In other words, the Sharpe ratio is used to characterize how well the return of an asset compensates the investor for the risk taken. (4) Although beta, alpha and the Sharpe ratio are useful for an investor to gauge the risk of a security or portfolio of securities there are also other methods an investor can use to determine whether a security is a good investment or not. The two most common methods used to determine the investment potential of a security are fundamental analysis and technical analysis. Fundamental analysis is the process of looking at a business from its financial statements. This type of analysis typically looks at various ratios of the business to determine its financial health. The goal of fundamental analysis is determine the current worth of a stock and how the market values the stock. (5) Probably the most two important factors looked at in fundamental analysis are a company’s earnings and revenue growth. Investors like to see earnings and revenue increasing by at least 25% for each of the last three quarters and year-to-date. Return on equity (ROE) is also a major fundamental factor. ROE reveals how much profit a company earned in comparison to the total amount of shareholder equity found on the balance sheet. (6) The higher a company’s ROE compared to its industry the better. Investors typically look for an ROE of at least 17%. Technical analysis is a method of evaluating stocks by relying on the assumption that market data, such as charts of price, volume and open interest can help predict future market trends. (7) Investors using technical analysis typically look for trends in chart data and use a variety of technical indicators, such as moving averages, Bollinger bands, fast and slow stochastics, MACD, and RSI to determine the right buy point for a stock. More sophisticated investors use a combination of fundamental analysis and technical analysis to determine whether a stock is a good buy or not. They use fundamental analysis to make sure a company is healthy from a financial standpoint and is a leader in its industry. Once determining a stock is healthy from a fundamental standpoint, these investors will use technical analysis to determine the correct buy point for a stock. A stock’s chart will show the investor how the stock is actually performing in the market and whether it is rising out of a good base or is overbought based on how far its current price is from its 50 day moving average. If a stock’s price is 30% or more above its 50 day moving average, the risk that it will fall into a correction is greater. References: (1) http://www. investopedia. com/articles/stocks/04/113004. asp Beta: Know the Risk (2) http://www. moneychimp. com/articles/valuation/capm. htm CAPM Calculator (3) http://www. allbusiness. com/glossaries/alpha/4943389-1. html Business Definition for Alpha (4) http://www. moneychimp. com/articles/risk/sharpe_ratio. htm The Sharpe Ratio (5) http://stocks. about. com/od/evaluatingstocks/a/Fundanatools1. htm Tools of Fundamental Analysis (6) http://beginnersinvest. about. com/cs/investinglessons/l/blreturnequity. htm Return on Equity (ROE) (7) http://www. investorwords. com/4925/technical_analysis. html Technical Analysis

Techniques of Data Warehousing

Techniques of Data Warehousing Data Warehousing is the method for reporting and data analysis, also known to be the care component of business intelligence environment.   Data can be a wide range of things, form financial to management.   With everybody within the organization having access to some form of data; security and integrity is always at risk. A Transactional Database is where a database transaction might consist of one or more data-manipulation statements and queries, each reading and/or writing information in the database.   Ex. Gym memberships, credit card purchases and mostly every banking transaction in all countries are recorded in databases unless youre paying cash.   The risk and integrity of these transactions are always accessed.   Many insurance company take the risk that their customers may never need them but always pay the bill. Even though there are some laws regarding the disclosure of health and other private information.   But the legal protection of privacy regarding the disclosure of grocery shopping habits and other things for example is slim to none in the US.   Therefore, you are at the mercy of the self-imposed privacy policies of the individual companies you deal with along with your ability to stay out of those transactional databases in the first place. Within a data warehouse you have two systems in place; OLTP and OLAP.   OLTP (On-line Transaction Processing) is characterized by a large number of short on-line transactions (INSERT, UPDATE and DELETE). The main emphasis for OLTP systems is put on very fast query processing, maintaining data integrity in multi-access environments and an effectiveness measured by number of transactions per second.   OLAP (On-line Analytical Processing) is characterized by relatively low volume of transactions. Queries are often very complex and involve aggregations. For OLAP systems a response time is an effectiveness measure. OLAP applications are widely used by Data Mining techniques. Another important factor to consider is the use of Business Intelligence.   Business Intelligence or BI is the technology infrastructure for gaining maximum information from available data for the purpose of improving business processes.   Typical BI infrastructure components are as follows: software solution for gathering, cleansing, integrating, analyzing and sharing data.   Business Intelligence produces analysis and provides believable information to help making effective and high quality business decisions. Data across Borders have become more common and frequent in everyday business.   Over the last 20 years, patterns of global dataflow have evolved at a rapid pace due to developments in global communication networks and business processes. As data is moved from data center to data center and/or across borders, security breaches become a tangible risk. To effectively protect data you must consider its lifecycle. The main features of the data lifecycle are: Create/Capture: To Receive or create data, whether captured from a website, a file transfer or a physical acquisition, will affect handling. Every method of creation or capture is going to require a different form of protection to ensure the information is safeguarded. Index and Classify: Once the data has been securely acquired, certain rules must be applied. The first step is to identify the type of data acquired. Is it personally identifiable information (PII)? Is it an image or a document? What kind of document is it?   Categorizing the document will make the process mare efficient. Store/Manage:   Where the data is stored will drive what protection controls are applied. If the data consists of PII or potential PII, then the organization may be legally required to store the data in a disk-based encryption format and encrypt backup copies of the data. Retrieve/Publish: After securely transferring data across the border, enable availability for use by ensuring that data is encrypted at each stage when transferred, stored and displayed.   Data cannot be decrypted in countries where it is not being transferred to, and access to systems such as network paths which enable cross-border transfers must be controlled. Process: To ensure the data is only used for authorized purposes and in compliance with applicable laws, application controls and metadata tagging are helpful tools. Archive: Once Data in not nedded, issues of long-term storage in compliance with the applicable policies and legal requirements arise. Is the backup onsite or offsite? Do your backups cross international borders? Are the backups governed by other countries privacy and data protection laws? The answers to these questions will help ensure that all potential risk areas are mitigated. Destroy: Sooner or later data will be deemed unusable, in accordance with applicable legislation. Ensure the destruction of archives, files, physical copies and any other copies. However, processes need to be in place for data excluded from regularly scheduled destruction cycles. For example, data subject to legal holds and discovery requests, as well as data governed by cross-border privacy legislation. Even with the most robust policies, processes and systems, continuous vigilance is required. Organizations should; Monitor change to regulatory and security. References: http://www.howtovanish.com/2009/11/transactional-databases-what-me-worry/ http://datawarehouse4u.info/OLTP-vs-OLAP.html http://datawarehouse4u.info/What-is-Business-Intelligence.html http://www.globallegalpost.com/commentary/data-across-borders-96787229/

The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson E

The story â€Å"The Strange Case of Dr. Jekyll and Mr. Hyde† by Robert Louis Stevenson conveys the theme of duality in nature in which man is fighting himself, or in this case, another version of himself. Being a psychology major, it is interesting to see a case this serious over how an alter ego can control the main psyche up to the point where it no longer conveys influence, but instead manipulation. In order to understand the control an alter ego can eventually have on the individual, it is important to comprehend exactly what an alter ego is and how an individual can lose dominance over it. A common misconception with this story is the readers’ belief that Dr. Jekyll suffers from schizophrenia. Schizophrenia (also called dementia praecox) is a psychotic disorder characterized by progressive deterioration of the personality, withdrawal from reality, hallucinations, delusions, social apathy, and emotional instability. In layman’s terms, someone who suffers from schizophrenia is born with this disease and believes they hear voices, or see images, in their minds commanding them to complete certain tasks. They have no idea who the voices are or when they came to exist, but eventually they give into the demands in order to silence the voices. Subsequently, they withdraw themselves from society in the process. These symptoms do not accurately match up with the symptoms of Dr. Jekyll. Dr. Jekyll did extract himself towards the end of the story only because he could no longer manipulate his transformations. Nothing in the story reveals him being born with such a disease. Due to this, he cannot be classified as a schizophrenic. Another universal misconception is that Mr. Hyde is Dr. Jekyll’s split personality. This seems comprehensible ... ... song represents the emotions tied in with someone who has an alter ego. The movie â€Å"Mr. Brooks† is a reflection of the story of Dr. Jekyll and Mr. Hyde and how he battled with himself to contain control over his mind and his nature. This is how each source reflects the story of â€Å"The Strange Case of Dr. Jekyll and Mr. Hyde†. Works Cited Stevenson, R. Louis. "The Strange Case of Dr. Jekyll and Mr. Hyde." The Norton Anthology. New York: W.W. Norton & Company, Inc., 2008. Print. Mr. Brooks. Dir. Bruce A. Evans. Perf. Kevin Costner. Blockbuster: 2007, Film. Celesty. â€Å"Demon Inside.† Song and lyrics retrieved 3 May 2012. Hamilton, John. "Dr. Jekyll and Mr. Hyde." Imdb.com. Web. 3 April 2012. Florentino, Sonya. â€Å"Alter Ego†. Poems by Sonya Florentino. New York, New York. Penguin Publishing. 2009. 48. Print. The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson E The story â€Å"The Strange Case of Dr. Jekyll and Mr. Hyde† by Robert Louis Stevenson conveys the theme of duality in nature in which man is fighting himself, or in this case, another version of himself. Being a psychology major, it is interesting to see a case this serious over how an alter ego can control the main psyche up to the point where it no longer conveys influence, but instead manipulation. In order to understand the control an alter ego can eventually have on the individual, it is important to comprehend exactly what an alter ego is and how an individual can lose dominance over it. A common misconception with this story is the readers’ belief that Dr. Jekyll suffers from schizophrenia. Schizophrenia (also called dementia praecox) is a psychotic disorder characterized by progressive deterioration of the personality, withdrawal from reality, hallucinations, delusions, social apathy, and emotional instability. In layman’s terms, someone who suffers from schizophrenia is born with this disease and believes they hear voices, or see images, in their minds commanding them to complete certain tasks. They have no idea who the voices are or when they came to exist, but eventually they give into the demands in order to silence the voices. Subsequently, they withdraw themselves from society in the process. These symptoms do not accurately match up with the symptoms of Dr. Jekyll. Dr. Jekyll did extract himself towards the end of the story only because he could no longer manipulate his transformations. Nothing in the story reveals him being born with such a disease. Due to this, he cannot be classified as a schizophrenic. Another universal misconception is that Mr. Hyde is Dr. Jekyll’s split personality. This seems comprehensible ... ... song represents the emotions tied in with someone who has an alter ego. The movie â€Å"Mr. Brooks† is a reflection of the story of Dr. Jekyll and Mr. Hyde and how he battled with himself to contain control over his mind and his nature. This is how each source reflects the story of â€Å"The Strange Case of Dr. Jekyll and Mr. Hyde†. Works Cited Stevenson, R. Louis. "The Strange Case of Dr. Jekyll and Mr. Hyde." The Norton Anthology. New York: W.W. Norton & Company, Inc., 2008. Print. Mr. Brooks. Dir. Bruce A. Evans. Perf. Kevin Costner. Blockbuster: 2007, Film. Celesty. â€Å"Demon Inside.† Song and lyrics retrieved 3 May 2012. Hamilton, John. "Dr. Jekyll and Mr. Hyde." Imdb.com. Web. 3 April 2012. Florentino, Sonya. â€Å"Alter Ego†. Poems by Sonya Florentino. New York, New York. Penguin Publishing. 2009. 48. Print.

Succubus Shadows Chapter 20

I woke up in my own bed and found Mei sitting beside it. Not even Nurse Ratched could have startled me that much. Mei was flipping through a magazine and glanced up, appearing bored. â€Å"Oh. You're awake. Finally.† She stood up. â€Å"What†¦what happened?† I asked, blinking at the light pouring in through my window. I was kind of surprised she hadn't shut the curtains. She didn't really strike me as a fun-in-the-sun person. â€Å"You don't remember?† Her disinterested expression sharpened. â€Å"Jerome said it would all come back to you. If it hasn't†¦Ã¢â‚¬  I sat up, drawing my knees to my body. â€Å"No, no. I remember†¦I remember what happened at Erik's. I remember†¦the Oneroi.† Saying the word made me shudder. â€Å"But what happened after that? How long have I been asleep?† â€Å"Three days,† she said flatly. â€Å"What?† I stared at her, my mouth agape. If Mei was the joking type, I would have expected the punch line now. â€Å"I don't†¦I mean, it went so fast. And I didn't dream.† She crooked me a smile. â€Å"Seems like you'd want that. And heavy sleep heals you faster.† The smile changed to a grimace. â€Å"Not that waiting by your bedside for three days has really felt that fast. Jerome made me keep all your friends away. That was fun.† â€Å"Did you just use sarcasm?† â€Å"I'm leaving,† she said, back to her all business self. â€Å"I've done what Jerome asked.† â€Å"Wait! What happened to Seth and Erik? Are they okay?† â€Å"Fine,† she said. I waited for her to vanish, but it didn't come. She peered at me curiously. â€Å"It shouldn't have worked, you know.† â€Å"What shouldn't have?† â€Å"That ritual. There is no way that human could have found you. Not among all those other souls.† The Oneroi had said the same thing, and thinking back to the storm of color and disorder, I could understand their reasoning. â€Å"We†¦we love each other.† I wasn't sure I had the right to those words, but they came out anyway. Mei rolled her eyes. â€Å"That means nothing. Human love – no matter what all your songs and chick flicks tell you – isn't enough. It shouldn't have worked.† I didn't know what to say. â€Å"Well†¦I guess it did.† â€Å"Jerome knew it would too,† she mused, a small frown wrinkling her brow. Her gaze hardened on me. â€Å"Did you? Do you know how it happened?† â€Å"What?† I squeaked. â€Å"No! I don't understand any of this.† I expected her to deny this and question me further. Instead her frown only deepened, and I realized I was no longer of use in solving this dilemma to her. She vanished. The instant she disappeared, Roman came bursting into my room. â€Å"She's gone?† he asked. If he was nearby, he would have felt her signature go away. â€Å"Have you been hanging out the whole time?† I asked. He sat down in the chair she'd been in. â€Å"Jerome ordered her not to let anyone come near you.† â€Å"You could have taken her,† I said, attempting a joke. â€Å"Not without causing a whole lot of trouble.† He frowned, eyes troubled with thought. â€Å"Although, I would have revealed myself if I'd needed to if that†¦thing that came out of the gate had tried to take on Carter and Jerome.† I shuddered at the memory. â€Å"I didn't even know there were monsters like that in the – wait. How could you have helped them? Were you†¦were you in the circle?† I'd assumed he'd been watching from the sides. â€Å"Of course.† He said no more, and the way he spoke implied that it had been a ridiculous question for me to ask in the first place. â€Å"Are you crazy?† I exclaimed. â€Å"You weren't just letting yourself get trapped. If you were discovered by Mei – even any of the dream creatures – you'd be fucked. They would have turned you in too.† â€Å"There was no choice,† Roman said. â€Å"I had to be there, in case you needed me.† â€Å"It was too big a risk,† I countered, my voice faltering this time. â€Å"If there'd been a fight, Jerome and Carter would have had no reason to defend you. And while that Morphean might have been afraid to hurt them, you would have been fair game.† â€Å"I told you, it doesn't matter. I had to be there for you.† His eyes, those eyes that were so like the sea I'd grown up with, held such earnestness and affection that I had to look away. I couldn't believe he'd risked what he had for me. Why? He had no reason to care about me after what I'd done to him, yet it was clear he still wanted me. The night I'd been captured seemed like a lifetime ago, but its events came back to me in perfect detail: his lips, his hands†¦ â€Å"I wish you wanted to kill me again,† I muttered. â€Å"It was easier.† He rested his hand on mine, its warmth spreading through me. â€Å"Nothing about your life is ever easy.† I looked back up at him. â€Å"That's for damn sure. But I don't know†¦I don't know if I can do this†¦by which I mean, well, you know.† â€Å"You don't have to do anything,† he said. â€Å"We'll just keep going on like we have. Roommates. We'll see where things go. If they change, they change. If not†¦Ã¢â‚¬  He shrugged. â€Å"So it goes.† â€Å"Did I mention that it was easier when you wanted to kill me? I'm not sure how I feel about you being so reasonable.† â€Å"Yeah, well, maybe I just feel sorry for you right now after everything that happened. Maybe I'll change my mind in a little while.† He squeezed my hand. â€Å"Was it†¦was it awful?† I looked away again. â€Å"Yes. Beyond awful. It's hard to explain. They showed me every nightmare I could have, every fear made flesh. Some of the things they showed me had already happened – and were almost as bad as the nightmares. I couldn't tell what was reality anymore. They showed me you guys†¦but it wasn't always real. I doubted everything: who I was, what I felt†¦Ã¢â‚¬  I swallowed back tears, glad I had averted my eyes. â€Å"Hey,† he said softly, reaching out to tip my chin and make me look back at him. â€Å"It's over. You're safe. We'll help you get better – I'll help. I won't let anything happen to you.† Again, his feelings for me made me uncomfortable and confused. Was it a lingering effect of the Oneroi? No, I decided a moment later. This was the kind of situation that would confuse anyone. My heart was still tangled up in Seth, someone I knew I should let go, but who had found me against impossible odds. And here was Roman, someone I could be with a bit more easily – well, kind of – and who had risked his life for me. Could I move on with him? I didn't know. But I could try. I found his hand again and squeezed it. â€Å"Thank you.† He leaned toward me, and I think we might have kissed, but the ringing of my cell phone jolted us out of any romantic spell. I pulled my hand from his and grabbed the phone from my side table. â€Å"Hello?† â€Å"Miss Kincaid,† came the kind, familiar voice. â€Å"It is a pleasure to speak with you again.† â€Å"Erik! Oh, I'm so happy it's you. I wanted to thank you – â€Å" â€Å"There's nothing to thank me for. I would gladly do it again.† â€Å"Well, then, I'm still thanking you anyway.† Roman, realizing this had nothing to do with him, got up and wandered off – but not before giving me one more fond look. â€Å"As you wish,† said Erik. â€Å"Are you feeling better?† â€Å"More or less. Certainly better in body. And I think the rest will come.† I wished that with my body's healing, I could also forget all the horrible things I'd seen. That wouldn't happen, though, and I felt no need to trouble him with my problems. â€Å"I'm glad,† he said. â€Å"Very glad.† Silence fell, and a suspicious feeling nudged its way into my brain. I'd assumed he was simply calling to check up on me, but something now told me there was more. â€Å"Miss Kincaid,† he said at last. â€Å"I'm sure you don't want to talk about what happened†¦.† â€Å"I – well.† I hesitated. I knew Erik. He wouldn't bring this up without a good reason. â€Å"Is there something we should talk about?† Now it was his turn to hesitate. â€Å"You thank me†¦but to be truthful, what we did shouldn't have worked. I didn't expect it to.† Mei's comments came back to me, as did the other conversations I'd witnessed via the dreams. â€Å"Nobody seemed to.† â€Å"Mr. Jerome did.† â€Å"Where is this going?† â€Å"I don't know how it worked. Mr. Mortensen should not have found your soul.† I loved Erik and hated the irritation in my voice. â€Å"I keep hearing that over and over, but obviously he did. Maybe it should have been impossible, but after what I went through? I don't care how it happened.† â€Å"I would imagine not, but still†¦still, I can't help but wonder at this. Would you mind telling me what it was like when he found you?† That was one part of the ordeal I didn't mind recounting, largely because it had had a happy ending. Of course, the logistics of explaining it weren't so easy. I did my best to describe what it was like being adrift in the dream world and how Seth had seemed to call to me. Erik listened patiently and then asked if I'd tell him about my contract with Hell and how I'd sold my soul. That was a little harder to tell, not to mention a bizarre question. The Oneroi had shown me so many versions of what had happened with Kyriakos and me, and while some had been true and some false, they'd all been horrible. Still, sensing something big might be going on here, I haltingly recounted the whole experience: how I'd cheated on Kyriakos with his best friend, infidelity that was later discovered. It was the sorrow from that that had driven Kyriakos into suicidal grief, which in turn drove me to sign a contract with Hell. I'd sold my soul and become a succubus, in exchange for everyone I knew – including Kyriakos – to forget me and the awful things I'd done. â€Å"Tell me the terms one more time,† said Erik. â€Å"It was that everyone I knew back then would forget me and forget what happened – family, friends, and especially my husband.† My voice choked a little. â€Å"It worked. I came back later, and no one knew me. Not even a glimmer of familiarity.† â€Å"There was nothing else in the contract?† â€Å"No. An imp I know looked it over recently and verified it.† â€Å"Oh?† This caught Erik's interest. â€Å"Why would he do that?† â€Å"She. As a favor. The imp who'd brokered my sale was the one who worked with Nyx and kept messing with Seth. Hugh said when an imp shows that much interest, there's something wrong with a contract. So Kristin – this other imp – looked at my contract.† She hadn't been very happy about doing that. If she'd been caught snooping in Hell's records, there would have been some very, very bad consequences. Her gratitude over me hooking her up with her boss had overpowered her fear. â€Å"She told me it was airtight. Everything was like it was supposed to be. No errors.† More silence. This conversation was starting to make me uneasy. â€Å"Did this imp – Niphon? – end up doing anything to Mr. Mortensen?† â€Å"Not so much†¦I mean, it was part of what led us to breaking up†¦.† I paused to collect myself. â€Å"But there were a lot of other factors that caused that too.† â€Å"Has Niphon been back?† â€Å"No, but there has been this succubus.† With everything else, I'd forgotten about Simone. â€Å"She was impersonating me. Kept trying to seduce Seth†¦but it didn't work. I think Jerome sent her packing, but I'm not sure.† Again, Erik took a long time in responding. Finally, he sighed. â€Å"Thank you, Miss Kincaid. You've given me much to think about. I apologize if I've brought up painful memories. And I'm very happy you're feeling better.† â€Å"Thanks,† I said. â€Å"And thanks again for your help.† We disconnected, and I wandered out to the living room. Roman was in the kitchen, plating up some grilled cheese sandwiches. â€Å"Hungry?† he asked. â€Å"Starving,† I said. He handed me a plate, along with a cup of coffee, and I smiled. â€Å"Thanks. Not sure what I did to deserve this.† â€Å"You don't have to do anything. Besides, I had extra. Wanted a big meal before going to work.† â€Å"Before – what?† The grin he gave me indicated he'd been dying to deliver this news. â€Å"I got a job.† â€Å"You did not.† â€Å"I did. Went back to the school I used to teach at. They had a couple openings, so I'm doing a few classes.† I was dumbfounded. After all my badgering, Roman had sought gainful employment – in his specialty, no less: linguistics. â€Å"Does this mean you're going to pay rent now?† â€Å"Let's not get carried away, love.† He grabbed a plate of his own, and we ate in the living room while the cats watched hopefully for leftovers. Seeing Godiva, I felt a frown coming on. The dream. The man in the dream. The Oneroi had said it was Seth†¦but that was impossible. I lifted my eyes up to Roman, wondering if I could rekindle the love I'd once had. If there was any man in any dream, he would be a better candidate. â€Å"You talked to Erik for a while,† Roman said, noting my scrutiny. â€Å"He's weirded out by my rescue. He says it shouldn't have worked.† â€Å"Yeah, I heard that too.† Between bites, I recounted the conversation, including Erik's interest in Seth and my contract. â€Å"I don't see what the big deal is,† I concluded. â€Å"Seth and I still have feelings for each other – feelings we're trying to get past.† In that moment when our souls had met, though, separating from him had been the last thing I wanted. â€Å"Maybe that was enough. Maybe people don't have faith in the power of love.† â€Å"Maybe,† said Roman. But he looked thoughtful now too. A knock at the door interrupted further conversation. I felt no immortal signature and hoped it wasn't my neighbor trolling for more sex. He'd mercifully left me alone so far. But no, it wasn't Gavin. It was Maddie. And she was crying. I asked no questions. When friends are in trouble, you take care of them first. I pulled her right inside and led her to the couch, immediately putting my arms around her. â€Å"What's wrong?† I asked finally. â€Å"What happened?† She couldn't speak right away. Her sobs were too great, and she was choking on her own tears. Something nudged my arm. It was Roman handing me a box of tissues. I shot him a grateful look and gave some to Maddie. At long last, she gasped out, â€Å"It's Seth.† My heart stopped. For a moment, a hundred awful scenarios flew through my mind. Seth hit by a car. Seth struck by some deadly disease. I clutched her arm, so tightly that I realized my nails were digging into her. I relaxed my grip as best I could. â€Å"What happened?† I demanded. â€Å"Is he okay?† â€Å"He ended it.† Her crying renewed. â€Å"He broke the engagement and told me it was over.† She buried her face against my shoulder, and I stroked her absentmindedly as my brain tried hard to really comprehend her words. I must have misheard. â€Å"He couldn't have,† I said, my voice as cracked as hers. â€Å"He†¦he loves you.† She lifted her head and looked at me with mournful, glittering eyes. â€Å"He said he didn't love me the way he should – that he didn't love me the way I deserved. He said it'd be wrong to make me marry him, that we weren't meant to spend our lives together.† She took a tissue and wiped her nose, then her eyes grew wide with desperation. â€Å"What does that mean, Georgina? Why would he say he's making me marry him? I want to. I don't understand.† I looked over her and met Roman's eyes. We couldn't speak the way greater immortals could, but enough messages passed between us. Seth hadn't forced her to get engaged, no, but he'd done it out of guilt, guilt for cheating on her and continually being drawn to me when he believed it was better for us to stay apart. â€Å"He said he loved me,† Maddie continued. â€Å"But that I needed someone who loved me more – someone I was the world to. He said he'd only hurt me worse if we went on. How could it hurt worse?† The tears grew worse. She pulled away and buried her face in her hands. â€Å"It can't hurt worse than this. I want to die.† â€Å"No!† I said, drawing her back to me. â€Å"Don't say that. Don't ever say that!† â€Å"Georgina,† warned Roman softly. I realized I was shaking Maddie and immediately stopped. â€Å"Listen to me,† I said, turning her face toward mine. â€Å"You are an amazing person. You are one of the best people I know. You'll get over this†¦I swear it. I won't let you go through it alone, okay? And you deserve the best. If it's not him, then you'll get someone better.† The next words were hard for me. I should have rejoiced at this news. I wouldn't have to watch them together. I also had a feeling that I was somehow involved in this. What had she said? That Seth said she deserved to be someone's world? He'd told me I was his. In one of the dreams, he'd said that to her, but I now knew that was a lie. Still, I couldn't help it when I said, â€Å"And maybe†¦maybe if you guys talk more, you'll understand†¦Ã¢â‚¬  The sobs abated – just a little – as she gave me a puzzled look. â€Å"That's the thing. I can't.† â€Å"It may seem that way, but he's not totally unreasonable.† Why the hell was I playing devil's advocate here? Because Maddie was my friend, and I couldn't stand to see her hurting – and because I had also had my heart broken too many times. â€Å"Wait a couple days, then find him and see if you can have a, I don't know, productive dialogue. Maybe you can fix things.† Ugh. â€Å"Maybe you'll at least understand†¦understand his decision.† She shook her head. â€Å"But I can't find him. No one can. Georgina, he's disappeared.†

Against racism Essay

Racism dates back thousands and thousands of years back to the caveman times. In the short story â€Å"Desiree’s Baby†, Kate Chopin shows how discrimination by skin color can affect people. Desiree was abandoned and raised by Madame Valmonde. Armand, the father of the baby, was a member of the most notable families in Louisiana. He falls in love with Desiree and marries her. After they have a baby, their relationship quickly corrodes. A few months later, Armand realizes the baby’s skin has a darker tint than usual. He accuses Desiree of being black. Armand tells Desiree he wants her to leave so Desiree takes the baby and â€Å"disappears among the reeds and willows that grew thick along the banks of the deep, sluggish bayou† (Chopin 91) and never returns. Armand finds out that Desiree is black when he reads a letter that her mother sent her that read â€Å"she belongs to the race which is cursed with the brand of slavery† (Chopin 92). The story†™s ironic ending has a connection with the story’s setting, imagery, and Chopin’s use of similies. The setting has a major role to the ironic ending because it takes place in antembellum South where blacks are not treated equally to whites. There are several hints at where and when the story takes place. First, Armand’s last name, Aubigny, was â€Å"one of the oldest and proudest in Louisiana† (Chopin 89) which tells us it takes place in Louisiana. Also, Chopin says that Armand owns a plantation and many slaves which wouldn’t have been possible after the Civil War times showing that the story takes place during the antebellum period. The name of Armand’s plantation, L’Abri, is also ironic because it means â€Å"the shelter† in French which is ironic for Desiree because it is a bad place for her not a good place. Chopin explains how â€Å"there was something in the air menacing her peace†. The story wouldn’t take place in any other time period or location because if it did, Desiree wouldn’t be discriminated for being black, therefore wouldn’t of run of into the bayou along with the baby. Chopin’s use of imagery leads up to the irony at the end of the story the greatest because Chopin contrasts black and white skin colors. First, Chopin explains how Armand’s plantation is all full of dark colors. â€Å"The roof came down steep and black†¦branches shadowed it like a pall† (Chopin 89). This initial imagery shows Armand’s control. When Armand’s father ran the plantation, he was very nice to the slaves and treated them humanly, but when Armand took the plantation over he was very harsh and cruel, â€Å"under it, his negroes had forgotten how to be gay† (Chopin 89). Armand has a â€Å"dark, handsome face† (Chopin 90). This symbolizes Armand’s hatred and is a foreshadow to the end when it turns out Armand is black. Desiree, on the other hand, is always surrounded by light colors. For example, when she is leaving the plantation towards her death, she was still wearing a thin, white garment, and, â€Å"her hair was uncovered and the sun’s rays brought a golden glean from its brown meshes† (Chopin 91). The colors they are surrounded by also illustrate their personalities. While Desiree, who is â€Å"beautiful and gentle, af fectionate and sincere† (Chopin 88) is surrounded by light, Armand, is â€Å"imperious and exacting† (Chopin 90) is surrounded by dark. The similes that Chopin uses also leads up to support the ironic ending by showing Armand’s emotional changes and Desiree’s feelings of rejection. Most of the similes to describe Armand’s actions happen when he falls in love with Desiree. Even though they knew each other since he was eight years old, he didn’t fall in love with her until they were in their twenties. Chopin explains that sudden love, â€Å"as if struck by a pistol shot† (Chopin 88) was the way everyone in Armand’s family fell in love. Two similes that explain Desiree’s shock add to the ironic twist at the end of the story. First, Desiree realizes her baby is not white and her blood, â€Å"turned like ice in her veins† (Chopin 90). Later, Armand tells Desiree he wants her to leave and Desiree turns away â€Å"like o ne stunned by a blow† (Chopin 91). This is how Chopin’s use of similes connect to the ironic ending. The main conflict in â€Å"Desiree’s Baby† is ultimately race. This story’s use of similes and imagery, along with the setitng, make for a good ironic ending in which Armand is really black not Desiree. Therefore, racism kills. Racism dates back thousands and thousands of years back to the caveman times. In the short story â€Å"Desiree’s Baby†, Kate Chopin shows how discrimination by skin color can affect people. Desiree was abandoned and raised by Madame Valmonde. Armand, the father of the baby, was a member of the most notable families in Louisiana. He falls in love with Desiree and marries her. After they have a baby, their relationship quickly corrodes. A few months later, Armand realizes the baby’s skin has a darker tint than usual. He accuses Desiree of being black. Armand tells Desiree he wants her to leave so Desiree takes the baby and â€Å"disappears among the reeds and willows that grew thick along the banks of the deep, sluggish bayou† (Chopin 91) and never returns. Armand finds out that Desiree is black when he reads a letter that her mother sent her that read â€Å"she belongs to the race which is cursed with the brand of slavery† (Chopin 92). The story’s ironic ending has a connection with the story’s setting, imagery, and Chopin’s use of similies. The setting has a major role to the ironic ending because it takes place in antembellum South where blacks are not treated equally to whites. There are several hints at where and when the story takes place. First, Armand’s last name, Aubigny, was â€Å"one of the oldest and proudest in Louisiana† (Chopin 89) which tells us it takes place in Louisiana. Also, Chopin says that Armand owns a plantation and many sl aves which wouldn’t have been possible after the Civil War times showing that the story takes place during the antebellum period. The name of Armand’s plantation, L’Abri, is also ironic because it means â€Å"the shelter† in French which is ironic for Desiree because it is a bad place for her not a good place. Chopin explains how â€Å"there was something in the air menacing her peace†. The story wouldn’t take place in any other time period or location because if it did, Desiree wouldn’t be discriminated for being black, therefore wouldn’t of run of into the bayou along with the baby. Chopin’s use of imagery leads up to the irony at the end of the story the greatest because Chopin contrasts black and white skin colors. First, Chopin explains how Armand’s plantation is all full of dark colors. â€Å"The roof came down steep and black†¦branches shadowed it like a pall† (Chopin 89). This initial imagery s hows Armand’s control. When Armand’s father ran the plantation, he was very nice to the slaves and treated them humanly, but when Armand took the plantation over he was very harsh and cruel, â€Å"under it, his negroes had forgotten how to be gay† (Chopin 89). Armand has a â€Å"dark, handsome face† (Chopin 90). This symbolizes Armand’s hatred and is a foreshadow to the end when it turns out Armand is black. Desiree, on the other hand, is always surrounded by light colors. For example, when she is leaving the plantation towards her death, she was still wearing a thin, white garment, and, â€Å"her hair was uncovered and the sun’s rays brought a golden glean from its brown meshes† (Chopin 91). The colors they are surrounded by also illustrate their personalities. While Desiree, who is â€Å"beautiful and gentle, affectionate and sincere† (Chopin 88) is surrounded by light, Armand, is â€Å"imperious and exacting† (Chopin 90) is surrounded by dark. The similes that Chopin uses also leads up to support the ironic ending by showing Armand’s emotional changes and Desiree’s feelings of rejection. Most of the similes to describe Armand’s actions happen when he falls in love with Desir ee. Even though they knew each other since he was eight years old, he didn’t fall in love with her until they were in their twenties. Chopin explains that sudden love, â€Å"as if struck by a pistol shot† (Chopin 88) was the way everyone in Armand’s family fell in love. Two similes that explain Desiree’s shock add to the ironic twist at the end of the story. First, Desiree realizes her baby is not white and her blood, â€Å"turned like ice in her veins† (Chopin 90). Later, Armand tells Desiree he wants her to leave and Desiree turns away â€Å"like one stunned by a blow† (Chopin 91). This is how Chopin’s use of similes connect to the ironic ending. The main conflict in â€Å"Desiree’s Baby† is ultimately race. This story’s use of similes and imagery, along with the setitng, make for a good ironic ending in which Armand is really black not Desiree. Therefore, racism kills.

Vivid Language Paints a Picture

Vivid Language Paints a Picture Vivid Language Paints a Picture Vivid Language Paints a Picture By Mary What does it mean to use vivid language in your writing? Language that is vivid paints a picture for your readers, so that they can clearly envision what you are talking about. Vivid language is very important to descriptive writing. Let’s look at the sentence: I took a trip to the mountains. Does this paint a picture for your reader? Assuming that the reader has ever seen a mountain, the reader is able to somewhat visualize what you meant. However, the picture the reader has may be very different from what you actually mean. After all, there are many different types of mountains. Is this better? My last trip was to the quaint mountain village of Helen, Georgia located in the foothills of the evergreen Appalachian mountain range. Does this paint a more clear picture for the reader? How about this? I visited the snow-capped peaks of the Canadian Rocky mountains, where I stayed at a skiing resort. Does this paint a clear picture? Is it different from the image evoked from the first example? There are many different types of mountains. Just saying that you took a trip to the mountains is not sufficient to paint a clear picture of your experience to the reader. Vivid language consists of the descriptive adjectives that bring your experience to life for the reader. Look at what you have written and see if the words are sufficient to put your reader in the moment with you, as if he or she could see what you saw during your experience. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:When to use "on" and when to use "in"50 Latin Phrases You Should KnowOne "L" or Two?

Satchmo essays

Satchmo essays Louis Armstrong, also known as The Great Satchmo, was one of the greatest musicians in the United States during his time. The actual date of Louis Armstrong's birth has been debated over time. Some say that he was born on July 4th, 1900. Others say that he was born on August 4th, 1901. There is also some historical evidence that Armstrong was born around 1898. When Louis was born, he was not born into the greatest life-living conditions. He was born in an impoverished area of New Orleans. The place he was born at was known as the Back O'Town. At the time of Louis' birth, his father, Willie Armstrong left the family, leaving him to be raised by his grandmother, Josephine Armstrong. His mother, Mayann, was not able to take care of him for the first few years of his life. While he was growing up during his childhood, he had been exposed to a lot of music. He was influenced by blues, ragtime, and religious music. Armstrong had worked many odd jobs, but his best job that he w orked was as a singer in a barbershop quartet on the streets. He did this to make money. In 1912, Armstrong was arrested and put in the Waifs Colored Home in New Orleans. Some people say that he was arrested over firing a firearm, but historians believe that he was arrested because of a delinquency charge. While he was in this home, he had been provided with his first musical training with an instrument. Peter Davis, a member of the house was the first to teach him to play. Armstrong also played his first cornet and joined a band while at the home. They did marches and performed ragtime music. While in New Orleans, Armstrong had worked with a man known as Joe Oliver. He was a teacher to young Louis Armstrong. While Louis worked with Oliver, he had gained public exposure as a musician. However, Oliver had left New Orleans to go to Chicago, which left Armstrong to be Olivers replacement in ...

Chanel's history, what was going on in the world at the time and etc Essay

Chanel's history, what was going on in the world at the time and etc - Essay Example This historic event in high fashion, transpired in Deauville, France. The French ladies readily accepted her functional and fashionable sportswear, menswear trousers for females, swimming costumes and Breton tops. Coco Chanel’s genius was disclosed in the fact that a single novel development of hers had delivered the ladies of that era from the uncomfortable and awkward apparel of the belle à ©poque era (Higgins, 2013, p. 135). As such, the phenomenon of trendsetting began with Coco Chanel. She was a pioneer in modernising fashion. Some instances of her innovations are; introduction of beaded dresses in the 1920s, the controversial little black dress, and the two or three piece suit. The latter constitutes a signature Chanel look, even in the present era. Coco Chanel introduced her signature perfume Chanel No. 5, by 1921. This perfume has achieved the distinction of being one of the best-selling perfumes in the world (New York Media LLC, 2013). In the 1950s, Coco Chanel returned to Paris. At that juncture, Christian Dior had acquired the position of the premiere couturier of Paris. This was not to the liking of Coco Chanel, who launched a chain-link belt designed and produced by her. In addition, she designed, manufactured and sold quilted leather bags. This reinstated her as the exemplar of glamour (New York Media LLC, 2013). In 1971, Coco Chanel breathed her last. However, her legacy continued and progressed from strength to strength. Thus, in 1978, Chanel launched the first ready-to-wear collection. By that time, Chanel had become synonymous with luxury. All the same, this beauty house found it difficult to preserve its reputation for opulence. This was due to the absence of a lead designer in the company. However, in the year 1983, Karl Lagerfeld became a member of Chanel (New York Media LLC, 2013). He was instrumental in reviving its elitist status. As such, from its humble

Summary and reflection Essay Example | Topics and Well Written Essays - 500 words

Summary and reflection - Essay Example rt posting as it is emphasized that the success of this company was due to their decision to hire a professional consultant to learn how to achieve their objectives most efficiently. Success is measured by the company’s ability to achieve retail distribution of their products as a direct result of the mommy bloggers who had reviewed them. The article then begins to provide the benefits of working directly with blogging. To begin with, customers are able to test the products and help define the target market. By distributing sample products among the bloggers, companies are able to take advantage of impromptu focus groups and promotional opportunities while also giving the bloggers something to talk about rather than simply trying to insert an advertisement. This leads the author to write about some of the things to avoid when marketing to bloggers. Although it may seem second nature to hide one’s true intentions, the author suggests it is best to be up front and honest with them and the bloggers will help you form online relationships. Another important point is to avoid sending out mass emails that are inappropriately targeted or lie regarding your activity, which can be easily traced. One strong way of getting your news out to bloggers is to host a blogging event with giveaways that provide women with a mean s of meeting each other as well as giving them a reason to talk about your products or services. The information in the article really makes it clear how the internet is forcing us to return to a more honest means of dealing with each other. It recommends working with the so-called Mommy blogs as a means of gaining instant access to the consumers most likely making the purchasing decisions, which seems like a great idea. However, once you’ve lied to them or made them angry with you in some way, you risk losing as much or more of the targeted audience. It’s also important to remember that it’s very easy for these bloggers to check your

Comparison of Barack Obama's and John Mccain's Policies on Poverty and Essay

Comparison of Barack Obama's and John Mccain's Policies on Poverty and Welfare in the US - Essay Example Though there are a number of policies on which both the sides have differing views, an effort has been made in this paper to compare the policies of both candidates on 'poverty and welfare in the US'. McCain's stand: John McCain has expressed his support for direct federal poverty aid through religious, community-based or other non-profit organizations. He says1, "Welfare and anti-poverty assistance is a shared responsibility among federal, state and local government; the private sector; community and faith-based organizations. Welfare policy must provide a strong safety net, while promoting work, responsibility, self sufficiency and dignity." In addition McCain has come out maintained the following principled position on some of the issues concerning poverty and welfare2: Even when a parent works full-time earning minimum wage and EITC and food stamps are factored into their income, families are still $1,550 below the federal poverty line because of the flat-lined minimum wage. Obama and Biden also realize that ex-offenders are a very critical community, which needs to be taken care of well, in order not to let them feel isolated. For this category they plan to work to ensure that ex-offenders have access to job training, substance abuse and mental health counseling, and employment opportunities. It is worthwhile here to ment... The team of Barak Obama has come out with a detailed plan of action to take care of the poverty and welfare issues. Salient features of their plan include; Helping Americans in Grabbing and Holding on in order to Climb the Job Ladder Creating a Green Jobs Corps in order to strengthen the energy efficiency programs and strengthen the communities. Bring out improvement in Transportation Access to Jobs Obama and Biden also realize that ex-offenders are a very critical community, which needs to be taken care of well, in order not to let them feel isolated. For this category they plan to work to ensure that ex-offenders have access to job training, substance abuse and mental health counseling, and employment opportunities. Raising the Minimum Wage to $9.50 an Hour by 2011 Providing all low and middle-income workers a tax relief of about $500 to offset the payroll tax being paid by those low paid workers. Expanding the Nurse-Family Partnership to all 570,000 low-income, first-time mothers each year. Increasing the number of sick days for low-paid workers Increasing the Supply of Affordable Housing for the poor sections of the society. Increase the levels of investments in rural areas Creating secure borders and strengthening the immigration policies. 2. For each policy, evaluate how it might impact the state of poverty in the U.S. It is worthwhile here to mention that on the one hand John McCain is supposed to tread a cautious line while spelling out the agenda points for bringing out a 'change', because he has to maintain that the legacy is not disturbed too much. On the other hand, Barak Obama is not bound any such legacy. So, on the one hand he criticizes the existing policies of Bush

Ip_5 Essay Example | Topics and Well Written Essays - 500 words

Ip_5 - Essay Example through innovative business ideas and proper implementation of the business ideas at the right place at the right time with the help of the right people. There are lots of ways such as venture capital, growth capital and debt capital, for an entrepreneur to collect money for his business â€Å"Venture capital (VC) is funding invested, or available for investment, in an enterprise that offers the probability of profit along with the possibility of loss.† (Venture Capital, 2007) Venture capital was once known as risk capital. But the name has confused lot of investors and it has been changed as venture capital. There is no guarantee for profit through this type of investment. If the business succeeded in making profit then the investors will also get their share from the profit. If the business makes lose then the investors may also lose their money proportional to the loss incurred to the business. Venture capital investments are made in the form of cash for shares in the invested company. â€Å"Growth capital is a funding that allows a company to accelerate its growth. For new startup companies, growth capital is the second stage of funding after seed money.† (Business Definition for: Growth Capital, 2009) Growth capital investor will normally select an established company for his investments. Compared to venture capital investor, growth capital investor may have his money more safe because of the maturity of the company. The financial abilities and the market presence of these companies will be much more established than a venture capital oriented company. â€Å"Debt capital is the capital, usually money, raised through issuing bonds. Although most of the time the capital raised is money, it could be other goods of value as well. The capital raised must be paid back to those who finance the debt. Both private companies and governments can raise debt capital this way† (What is Debt Capital? 2003) Compared to the other two capitals, venture and growth capitals, debt

Comparison of Barack Obama's and John Mccain's Policies on Poverty and Essay

Comparison of Barack Obama's and John Mccain's Policies on Poverty and Welfare in the US - Essay Example Though there are a number of policies on which both the sides have differing views, an effort has been made in this paper to compare the policies of both candidates on 'poverty and welfare in the US'. McCain's stand: John McCain has expressed his support for direct federal poverty aid through religious, community-based or other non-profit organizations. He says1, "Welfare and anti-poverty assistance is a shared responsibility among federal, state and local government; the private sector; community and faith-based organizations. Welfare policy must provide a strong safety net, while promoting work, responsibility, self sufficiency and dignity." In addition McCain has come out maintained the following principled position on some of the issues concerning poverty and welfare2: Even when a parent works full-time earning minimum wage and EITC and food stamps are factored into their income, families are still $1,550 below the federal poverty line because of the flat-lined minimum wage. Obama and Biden also realize that ex-offenders are a very critical community, which needs to be taken care of well, in order not to let them feel isolated. For this category they plan to work to ensure that ex-offenders have access to job training, substance abuse and mental health counseling, and employment opportunities. It is worthwhile here to ment... The team of Barak Obama has come out with a detailed plan of action to take care of the poverty and welfare issues. Salient features of their plan include; Helping Americans in Grabbing and Holding on in order to Climb the Job Ladder Creating a Green Jobs Corps in order to strengthen the energy efficiency programs and strengthen the communities. Bring out improvement in Transportation Access to Jobs Obama and Biden also realize that ex-offenders are a very critical community, which needs to be taken care of well, in order not to let them feel isolated. For this category they plan to work to ensure that ex-offenders have access to job training, substance abuse and mental health counseling, and employment opportunities. Raising the Minimum Wage to $9.50 an Hour by 2011 Providing all low and middle-income workers a tax relief of about $500 to offset the payroll tax being paid by those low paid workers. Expanding the Nurse-Family Partnership to all 570,000 low-income, first-time mothers each year. Increasing the number of sick days for low-paid workers Increasing the Supply of Affordable Housing for the poor sections of the society. Increase the levels of investments in rural areas Creating secure borders and strengthening the immigration policies. 2. For each policy, evaluate how it might impact the state of poverty in the U.S. It is worthwhile here to mention that on the one hand John McCain is supposed to tread a cautious line while spelling out the agenda points for bringing out a 'change', because he has to maintain that the legacy is not disturbed too much. On the other hand, Barak Obama is not bound any such legacy. So, on the one hand he criticizes the existing policies of Bush

Create a Brief Literature Review Coursework Example | Topics and Well Written Essays - 1000 words

Create a Brief Literature Review - Coursework Example Past analyses have looked into the relationship between generations and motivation at work. Most of these determine the intrinsic and extrinsic motivators of Baby Boomers and Millennial. These studies do not investigate the relative effects these intrinsic and extrinsic motivational factors have on the generations (Leavitt, 2014). There exits many theories about motivation and one particular of these theories is intrinsic and extrinsic motivations theory developed in 1985 (Jansen, 2010). This model suggest that an individual behavior can be intrinsically motivated or extrinsically motivated. Persons engaging in pleasurable tasks are believed to be intrinsically motivated while extrinsic motivation is a description of activities that are a means to an end and not the pleasure of task (Leavitt, 2014). Individuals motivated by intrinsic process find motivation in the work itself. These individuals find the behavior challenging, and there are no external controls regulating the behavior. Goal incorporation is the source of motivation for a behavior in the person who adopts behaviors and attitudes based on congruity with their personal value system. Persons motivated by instrumental or extrinsic rewards believe their behaviors will lead to certain results. Research describes millennial as more individualistic than any other generation, but till this day, prove on generational differences relating to work values remain scant despite the effort by consultants selling solutions of managing younger workers (Leavitt, 2014). Contrary to popular beliefs, millennial value less altruistic and social rewards than Baby Boomers. Intrinsic rewards such as growth opportunity and interesting work are more important to millennial, but less compared to any of the previous generations like the Baby Boomers (Leavitt, 2014). To Millennial, leisure is relatively important and values extrinsic rewards like status and pay

Ip_5 Essay Example | Topics and Well Written Essays - 500 words

Ip_5 - Essay Example through innovative business ideas and proper implementation of the business ideas at the right place at the right time with the help of the right people. There are lots of ways such as venture capital, growth capital and debt capital, for an entrepreneur to collect money for his business â€Å"Venture capital (VC) is funding invested, or available for investment, in an enterprise that offers the probability of profit along with the possibility of loss.† (Venture Capital, 2007) Venture capital was once known as risk capital. But the name has confused lot of investors and it has been changed as venture capital. There is no guarantee for profit through this type of investment. If the business succeeded in making profit then the investors will also get their share from the profit. If the business makes lose then the investors may also lose their money proportional to the loss incurred to the business. Venture capital investments are made in the form of cash for shares in the invested company. â€Å"Growth capital is a funding that allows a company to accelerate its growth. For new startup companies, growth capital is the second stage of funding after seed money.† (Business Definition for: Growth Capital, 2009) Growth capital investor will normally select an established company for his investments. Compared to venture capital investor, growth capital investor may have his money more safe because of the maturity of the company. The financial abilities and the market presence of these companies will be much more established than a venture capital oriented company. â€Å"Debt capital is the capital, usually money, raised through issuing bonds. Although most of the time the capital raised is money, it could be other goods of value as well. The capital raised must be paid back to those who finance the debt. Both private companies and governments can raise debt capital this way† (What is Debt Capital? 2003) Compared to the other two capitals, venture and growth capitals, debt

Create a Brief Literature Review Coursework Example | Topics and Well Written Essays - 1000 words

Create a Brief Literature Review - Coursework Example Past analyses have looked into the relationship between generations and motivation at work. Most of these determine the intrinsic and extrinsic motivators of Baby Boomers and Millennial. These studies do not investigate the relative effects these intrinsic and extrinsic motivational factors have on the generations (Leavitt, 2014). There exits many theories about motivation and one particular of these theories is intrinsic and extrinsic motivations theory developed in 1985 (Jansen, 2010). This model suggest that an individual behavior can be intrinsically motivated or extrinsically motivated. Persons engaging in pleasurable tasks are believed to be intrinsically motivated while extrinsic motivation is a description of activities that are a means to an end and not the pleasure of task (Leavitt, 2014). Individuals motivated by intrinsic process find motivation in the work itself. These individuals find the behavior challenging, and there are no external controls regulating the behavior. Goal incorporation is the source of motivation for a behavior in the person who adopts behaviors and attitudes based on congruity with their personal value system. Persons motivated by instrumental or extrinsic rewards believe their behaviors will lead to certain results. Research describes millennial as more individualistic than any other generation, but till this day, prove on generational differences relating to work values remain scant despite the effort by consultants selling solutions of managing younger workers (Leavitt, 2014). Contrary to popular beliefs, millennial value less altruistic and social rewards than Baby Boomers. Intrinsic rewards such as growth opportunity and interesting work are more important to millennial, but less compared to any of the previous generations like the Baby Boomers (Leavitt, 2014). To Millennial, leisure is relatively important and values extrinsic rewards like status and pay

Asses sociological explanations for ethnic differences in educational achievement Essay Example for Free

Asses sociological explanations for ethnic differences in educational achievement Essay Asses sociological explanations for ethnic differences in educational achievement. 20 marks. Ethnicity refers to shared cultural practices, perspectives, and distinctions that set apart one group of people from another. That is, ethnicity is a shared cultural heritage. The most common characteristics distinguishing various ethnic groups are ancestry, a sense of history, language and religion. Modern Britain is said to be a multicultural society made up of many different ethnic groups. Achievement within education is very varied across cultures, with some such as Chinese and Indian students performing above the average, and African-Caribbean and Pakistani students performing well below average. There are many factors which can reduce a child from an ethnic backgrounds attainment. For instance, Material deprivation. Material deprivation focuses on income inequality and the material problems that are associated with it. An example of such a study is J. W. B Douglas, The Home and The School (1964). He argued that an interlocking network of inequalities existed which operated against many working class students. This included, differential effects of regional and variations in educational provision and expenditure. Also, housing and environmental factors. Which led to chances of access to good primary schools. Therefore, hindering the chance of access to top streams. As a result, minority ethnic children are more likely to live in low-income households. This means they face the problems that Douglas highlighted, the material factors, such as poor quality housing, no working space and even possibly bad influence of peers. One other reason for differences in educational achievement between ethnicities is the basic family life. African-Caribbean communities have a high level of lone parenthood. Actually, it is estimated 50% of African-Caribbean households have a lone-parent . This can mean that many face financial problems, this can lead to lower achievement in school (Douglas’ material factors). Conversely, single mothers can be a positive role model or influence for many young girls, meaning they perform better in education. Another explanation for ethnic differences is Language. For many children of an ethnic minority English is not their primary language. This can be a disadvantage because they may not understand exams as well as others. Also they might struggle to express themselves with limited English. Finally, some teachers may mistake poor English for a lack of intelligence, when actually this could be completely untrue, meaning that a clever child may be let down by the teacher who might not push the student to their full potential. However, you could argue that Chinese and Indian students first language isn’t English, on the other hand in these two cultures it is the norm to learn English as a strong second language. Therefore, they are not hindered by the second language barrier, as opposed to Bangladeshi’s for example. Language was such a big issue that Bernstein (1973) categorised students into two groups. Elaborated and restricted. In the case of an elaborated code, the speaker will select from a relatively extensive range of alternatives. However in the case of a restricted code the number of these alternatives is often severely limited. Bernstein’s work was not always praised. For instance, Labov (1974) argued that young blacks in the United States, although using language which certainly seems an example of the restricted code, nevertheless display a clear ability to argue logically. Their lack of knowledge concerning the subject may reach further than just the exams they have to take. For instance, due to the large amount of failing black Caribbean’s and Bangladeshi’s (a combined total of 41% managed to get 5 A* C grades), teachers may be subconsciously prejudiced against ethnic minorities. This can lower the students attainments in many ways, one is that the teachers give the student lower grades. Another way is that the teacher negatively labels a student of ethnic minority which can lead to self-fulfilling prophecy. Racism can also lead to conflict between students and teachers, making learning a much harder task. Lastly, racism can lead to low-self esteem among ethnic minorities. A researcher who studies this was Howard Becker (1971). Becker Interviewed 60 Chicago high school teachers. He found that they judged pupils according to how closely they fitted image of â€Å"ideal pupil†. Their conduct appearance influenced judgement. Middle class was closest to ideal, working class furthest away labelled as badly behaved. As a result you can see, if teachers labelled students on how they look, you can imagine how they would label a whole ethnic race. Another factor for ethnic differences in educational achievement is the ethnocentric curriculum. There are several reasons why ethnic minorities may struggle due to this curriculum. One is that the subjects often focus on British culture; naturally White British students will have grown up with this culture, so they might have a greater understanding of the content than students who grew up in a different culture. Another reason is that the content of the curriculum could lower ethnic minorities self-esteem, this is because often the white character is seen as â€Å"good† and superior whilst the ethnic minorities are seen as â€Å"not as academic†. However, it is crucial not to forget that every ethnic minority underachieves at this level. In fact, in the UK, Chinese and Indian pupils score better grades than the â€Å"White† ethnic race. One of the main reasons for this is the support of the parents. Research has shown that some parents of ethnic minority, such as Chinese and Indian, take more interest in their child’s education, they also encourage their child more than other in other cultures. This obviously leads to higher achievement for the child. Not only the parents play a part. Some teachers may stereotype some ethnic minorities to be intelligent and hard-working. This encouragement and sort of support can aid a student in raising their grades. To conclude, there are many sociological explanations for the ethnic differences in educational achievement, from language barriers to family life at home. However, it is important to remember not all ethnic minorities to underachieve. Rafi Kentafi Lindill 12P.

Features of Different Types of Early Childhood Program Models

Features of Different Types of Early Childhood Program Models Choosing a programming model, organizing the environment, and developing a program plan that is responsive to the needs of children, Early Childhood Educators, and families is a complicated and difficult process. ECEs must consider many elements of childrens development and combine their knowledge of child development with the preferred program model philosophy when planning an environment for children. It is important to know that many different program models exist and that each program model offers different features. Class Field trip We are going on a field trip! Tonight we are going to visit 3 different Early Childhood Programs. Each program is based on a different model or philosophy on how children learn and succeed. Waldorf Program Mode Montessori Program Model First Nations Head Start Program Model First Stop: Waldorf Program Model Founder Rudolf Steiner Waldorf Program Approach Curriculum and experiences come from the children and that knowing children well is essential to planning a learning environment that supports childrens whole development. Suggests that an arts-based curriculum supports childrens whole development, and so image, rhythm, movement, drawing, painting, poetry, and drama are core components. Because of the arts-based experiences, attention to the environmental aesthetics is necessary. Contrary to the thinking of many educators, Steiner pointed out that teachers do not provide experiences for students. Adults provide the conditions, such as the materials, space, schedule, and options, but the children lead the program design and implementation. Frequently asked Questions about the Waldorf Model: http://www.whywaldorfworks.org/02_W_Education/faq_about.asp What is Waldorf Education? Answer: Based on the work of Rudolf Steiner, the curriculum draws on the natural nature of children, with emphasis on childrens learning through imagination and fantasy. Academic content is held to a minimum while art and movement are the core elements of the curriculum What is the Preschool Kindergarten Waldorf Program Like? Answer: The goal of preschool and kindergarten is to develop a sense of wonder in the young child and reverence for all living things. This creates an eagerness for the academics that follow in the grades. The Waldorf Preschool; a time for imitation and play young children live in a rich world of play and discovery. They are completely open and deeply influenced by all that surrounds them. What they see and hear they imitate; unconscious imitation is the natural mode of learning for the preschool child. Everything around the child is absorbed. Accordingly, the preschool is a world of harmony, beauty and warmth. Toys in the preschool are made from natures gifts: wood, sea shells, stones, pine cones, lambs wool. The simpler the toys the more active the childrens imagination can be. Formal intellectual or academic schooling is excluded from the Waldorf Preschool. With an active imagination, energetic physical development, and a true curiosity for the world, children are best prepared for the challenges of formal schooling and later life. (Paraphrased from the South African Federation of Waldorf Schools) Preschool and Kindergarten activities include: storytelling, puppetry, creative play singing, dancing, movement games and finger plays painting, drawing and beeswax modeling baking and cooking, nature walks foreign language and circle time for festival and seasonal celebrations What about the Waldorf Program for Elementary and School-Aged Children? Answer: Elementary and middle-school children learn through the guidance of a class teacher who stays with the class ideally for eight years. The curriculum includes: english based on world literature, myths, and legends history that is chronological and inclusive of the worlds great civilizations science that surveys geography, astronomy, meteorology, physical and life sciences mathematics that develops competence in arithmetic, algebra, and geometry foreign languages; physical education; gardening arts including music, painting, sculpture, drama, eurhythmics, sketching handwork such as knitting, weaving, and woodworking What is unique about Steiner Waldorf education? How is it different from other alternatives? (Public Schooling, Montessori, Head Start, etc.) http://www.steinerireland.org/faq/#2 Answer: The aim of Waldorf schooling is to educate the whole child, head, heart and hands. The curriculum is as broad as time will allow, and balances academics subjects with artistic and practical activities. Steiner Waldorf teachers are dedicated to creating a genuine love of learning within each child. By freely using arts and activities in the service of teaching academics, an internal motivation to learn is developed in the students, doing away with the need for competitive testing and grading. Some distinctive features of Steiner Waldorf education include the following: Academics are de-emphasized in the early years of schooling. There is no academic content in the Steiner Waldorf kindergarten experience (although there is a good deal of cultivation of pre-academic skills), and minimal academics in first grade. Reading is not taught until second or third grade, though the letters are introduced carefully in first and second. During the elementary school years (grades 1-8) the students have a class (or main lesson) teacher who stays with the same class for (ideally) the entire eight years of elementary school. Certain activities which are often considered frills at mainstream schools are central at Steiner Waldorf schools: art, music, gardening, and foreign languages (usually two in elementary grades), to name a few. In the younger grades, all subjects are introduced through artistic mediums, because the children respond better to this medium than to dry lecturing and rote learning. All children learn to play recorder and to knit. There are no textbooks as such in the first through fifth grades. All children have main lesson books, which are their own workbooks which they fill in during the course of the year. They essentially produce their own textbooks which record their experiences and what theyve learned. Upper grades use textbooks to supplement their main lesson work. Learning in a Steiner Waldorf school is a noncompetitive activity. There are no grades given at the elementary level; the teacher writes a detailed evaluation of the child at the end of each school year. The use of electronic media, particularly television, by young children is strongly discouraged in Steiner Waldorf schools Tour: Waldorf Preschool: http://picasaweb.google.com/lh/photo/a_rcQD5Yh7nfhAYpfBKHuQ In Class Discussion What did you like about the Waldorf Program? Is there anything you didnt like about the Waldorf Program Model? Second Stop: Montessori Program Model Founder-Maria Montessori Montessori Program Approach Montessoris method requires teachers to conduct naturalistic observations and carefully prepare environments with experiences that become more complex and that are self correcting. Children will interact with materials described as work tasks. Children are given the choice of material that they wish to explore, and the adult demonstrate the steps to be carried out when using the new material. Then the children may use the materials, which focus on daily living, sensory, academic, or cultural and artistic experiences. An example of a work task in a Montessori classroom is polishing shoes. On a child-sized tray, the adult organizes the buffing cloth, the polish, and the shoes. The adult demonstrated to the children what each cloth is for, how to open the polish, how to dip the cloth into the polish, how to apply the polish, how to buff the shoe and to reapply polish. Once the demonstration is complete, children my pursue the work task independently. Frequently asked Questions about the Montessori Model What is Montessori Education? http://www.a-childs-place.com/faqs.html Answer: Montessori is a philosophy of education popular throughout the world that encourages and supports the unfolding of a childs maximum potential by assisting the child to educate herself at her own pace.   Its main beliefs are: each child is a unique individual and has the ability to explore her own capabilities given the right environment; children have sensitive periods for learning (i.e., for language, order, movement); very young children learn through their unconscious absorbent minds; observation is crucial; appropriate developmental environments and expectations are essential.   The philosophy respects the individuality of the child, her freedom and choice within limits.   The role of the adult in the environment is to assist the child to meet her needs thus leading her to explore her identity, independence and realize her full potential.   An environment is prepared to guide the child in self directed activities with hands-on sensory activities.   The concrete materials require movement and the use of his hands to develop his mind.   The philosophy respects the natural abilities and progression of each individual childs development. How does Montessori differ from traditional education? http://www.a-childs-place.com/faqs.html Answer: Montessori education differs from traditional education in many ways but probably the most fundamental difference is that Montessori is child-centered whereas traditional education is teacher-centered.   Please see the list of comparison below that has been adapted from the American Montessori Society: Montessori Education Traditional Education early start in school (2-3) late start in school (5-6) 3-year age range per class one age per class freedom to move about choose work seated at desks community atmosphere little socialization individual lessons large group lessons self-correcting materials teacher as source of answers natural, logical consequences rewards and punishments longer free work periods frequent interruptions enhanced curriculum limited curriculum progress of student as test peer comparison as test emphasis on learning emphasis on grades emphasis on individuality emphasis on conformity progress at individual rate annual promotion emphasis on selfcontrol teacher as disciplinarian PEACE in education corporal punishment strong school/home ties little parent involvement observation based progress reports graded report cards child centered schedule adult centered education Why does Montessori have mixed age groups? http://www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdf Answer: Mixed age groups free children to enjoy their own accomplishments rather than comparing themselves to others. Older children provide leadership and guidance, and benefit from the satisfaction of helping others. Younger children are encouraged by attention and help from older children. They learn through observation of older children. At the same time, older children reinforce and clarify their knowledge by sharing it with younger ones. Children easily learn to respect others, and at the same time develop respect for their own individuality. This interaction of different age children offers many occasions for building community, as well as nurturing the development of self-esteem. This encourages positive social interaction and cooperative learning. With mixed age groups and individualized teaching how do Montessori teachers keep track of all the children?http://www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdf Answer: The Montessori method is based on scientific observation. A key aspect of a Montessori teachers training is learning how to systematically observe when a child reveals an especially strong interest towards a piece of knowledge or skill. Teachers observe for childrens independence, self-reliance, self-discipline, love of work, concentration and focus. They also observe for the mood of the class an overview of the mood of the whole class as well as the mood of individual children. In addition to keeping observation notes, teachers keep records of lessons presented to individual children and record childrens progress in working toward mastery of skills. Is there too much individual work in Montessori? Do children learn how to get along with others?http://www.apsva.us/155020101915521140/lib/155020101915521140/Frequently_Asked_Questions_about_Montessori_Education.pdf Answer: Montessori children are free to work alone or in a group. Although younger children do often choose to work alone as they master challenges, there are many aspects of Montessori schools that help children learn to get along well with others. They learn to share. They learn to respect each others work space. They learn to take care of materials so other children can learn from them. They learn to work quietly so others can concentrate. And they learn to work together with others to take care of the classroom. As they get older, most children choose to work in small groups. Tour: Montessori Preschool How are Waldorf and Montessori Models Different? Please take some time to read the following article titled Waldorf vs Montessori. How are the programs the same? How are the two different? http://www.jnorth.net/mindmaps/personal/parenting/parenting%20research/Waldorfvs.Montesorri.html Dear Class: If you are interested in learning more about the Montessori Method please take sometime and enjoy the information provided below: The Video is a youtube video so some of your computers may not open it up. Montessori Video: http://www.youtube.com/watch?v=OM1Gu9KXVkk The Montessori Method-The Classroom: http://www.circleofinclusion.org/english/approaches/montessori.html Head Start Approach: http://www.hc-sc.gc.ca/fniah-spnia/famil/develop/ahsor-papa_intro-eng.php The Aboriginal Head Start On Reserve initiative is designed to prepare young First Nations children for their school years, by meeting their emotional, social, health, nutritional and psychological needs. This initiative encourages the development of projects that are comprised of the following program components: culture and language, education, health promotion, nutrition, social support and parental involvement. The program encourages the development of locally controlled projects in First Nation communities that strive to instill a sense of pride and a desire to learn; provide parenting skills and improve family relationships; foster emotional and social development and increase confidence. It is also designed to assist parents enhance their skills which contribute to their childs healthy development. Frequently Asked Questions about the Aboriginal Head Start Model First Nations Head Start Standard Guide What is the objective of Aboriginal Head Start? Answer: To provide First Nation children with the opportunity to develop their physical, emotional and social needs in a culturally relevant environment. The goal of Head Start is to provide all children with a safe, nurturing and enjoyable learning environment that supports their development with the skills and knowledge necessary to succeed in their present environment, in school and in life. Does the Head Start model see Parent(s)/Guardian(s) as important to a childs learning? Answer: Head Start will provide First Nations parent(s)/legal guardians/extended family with assistance and support in acquiring good parenting and life skills through activities such as workshops and information sessions. Parent(s)/legal guardian(s)/extended family are important partners in the process of planning and implementing a curriculum, and are crucial in reviewing the effectiveness of it. What does a Head Start Curriculum Include? Answer: It is recommended that First Nations Head Start projects establish a curriculum that reflects the developmental needs of the children of the program as well as the six program components: nutrition, education, family involvement, social supports, health promotion and culture and language. Development of a curriculum may also include input from an early childhood education specialist, parent(s), Elders, cultural advisor and/or other appropriate resource person(s). A curriculum may include, but not limited to the following components: provide opportunity to learn through play provide a balance of structured learning environments and natural environments provide opportunity to enhance school readiness skills and cognitive development supports fine and gross motor development uses lots of teaching materials including, but not limited to age and culturally appropriate books, videos, computer programs, toys, guest speakers provides learning experiences through food preparation and through sampling a variety of nutritious foods including traditional foods encourages role playing and dramatic play encourages conversation and language skill development provides the opportunity for the children to express their feelings, concerns, ideas and fears provides learning experiences that are age and developmentally appropriate and respective of the individual child provide learning experiences that are culturally appropriate provides opportunity to further develop socialization skills provides learning opportunities to develop child awareness of safety in the home, at school and in the community allows for creative expression through art, music, dancing, singing and storytelling provides opportunity for sensory learning including touch, taste, smell. sight and hearing provide both indoor and outdoor activities and learning experiences Components of Quality Programs In Class Activity Your friend is returning to work after having been a stay-at-home parent. You have been asked to visit a child care center for this friend to determine if it is a quality center, one that you would recommend for her child. What indicators or aspects of quality will you be looking for? Quality Indicators Quality Indicators are predetermined outcome measures used to determine the level of quality to be achieved or that has been achieved. Indicators of Quality Personal suitability and educational preparation of early childhood educators The Canadian Child Care Federation indicates the need for early childhood educators to have experience and formal post-secondary studies in early childhood education. ECE participate in continuous learning that supports their ares of interest, specialization, or identified needs. They mentor new ECE entering the field Early learning and child care environments Early learning and child care programs respond to childrens needs by offering continuous opportunities for learning and nurturance. The goals of the service or determined by the needs of the children and the shared philosophies of parents and care providers. All practices that take place are based on sound child development theories and practices. Group size and ratios Small group sizes support the quality of interaction among children, peers and adults, and they provide more opportunities for each child to have a one-on-one conversations with ECEs. Adult interactions The early childhood educator develops and nurtures an open, friendly and informative relationship with each childs family and encourages their involvement. ECEs believe in mutual respect, trust, and co-operation among colleagues, peers, families, and community partners. Health and nutrition Effective health and nutrition principles and practices are role modeled on a daily basis Safety ECEs examine indoor and outdoor play space and programming strategies to ensure that safety practices are being followed, while allowing and encouraging children to take safe risks. Partnership Early learning an child care staff form partnerships among parents, colleagues, all levels of government, training institutions, and provincial, territorial, and national organizations related to early learning and child care. Respect for cultural values and diversity Early learning and child care settings incorporate family and community cultural attributes into the program. Assessment and evaluation Early learning and child care programs establish a process for evaluating and assessing all aspects of their program delivery. Action plans are developed, implemented, and evaluated at frequent intervals as a way to monitor the intended change in practice. Family support Early childhood educators respect and support the needs and attributes of families Elements of Quality Environments Traditionally three critical elements were used to identify quality Early Childhood Programs: the adult/child ratio the number of children in a group the staffs professional education Types of Quality Structural Quality adult/child ratios maximum group size educational training of the staff Process Quality relationships developmentally appropriate activities caregiver consistency parent involvement warm, sensitive nurturing care giving Caregiver Characteristics Education Experience includes ongoing professional development ECEs who have post-secondary education in ELCC tend to be more responsive to the children, provide children with stimulating activities that are developmentally appropriate support the parents Stability Job Satisfaction caregiver continuity is important for infants toddlers because they are in the process of forming attachment relationships ECEs that are satisfied with their new jobs are more likely to provide encouragement and guidance. Contextual Factors infrastructure directors/coordinators administrative style and the organizational climate wages working conditions such as paid preparation time, opportunities for professional development and appropriate adult child ratios government regulations and funding community relationships family involvement Engagement | Exploration | Application | Connection | Top created 12-Oct-2009 modified 04-Nov-2010 glossary copyright