embarrasing Essay Example

embarrasing Essay Example embarrasing Essay embarrasing Essay embarrasing BY breel 2345675646 Brandia Harris English 2 9/17/13 Essay #1 Equality stated The only thing that can hold a man back is another man. In my opinion I disagree with this statement. I disagree with this statement because I believe ones success is depending on ones self. I say this because I feel as if in order for someone to hold you down; you have to give them permission to do so. I also believe your self-confidence plays a big part as well. Also theres motivation in it with nes self as well. All of these play a big part in Equalities success. The reason I chose these three are because no one can hold you down but yourself. My family has taught me all my life never to give up. They told me to always let my haters be my motivators. So when equality got upset with them for not even giving his idea a chance, he was being degraded. He let them get him out of his character in which I wouldnt have let happen. But since this was in the collectivist time he didnt know ny of this. When they told Equality he couldnt be a scholar, they were aiming at his self-confidence. By them trying to lower his self-confidence that plays a big part in holding him back. It took Equality to realize his ability. It took him to believe in ones self. When he rebelled against them he took back their permission to hold him down or per say back. So the level of authensity they went to really didnt matter in the end. I simply say that ones motivation plays a huge part as well. Self-motivation is how you believe in yourself. When someone tries to hold me back or down it makes me work harder. Its makes me push myself harder. Those trying to hold me down help me to help myself. Just to show that person it didnt work. So by equality taking back their permission, believing in his self-confidence, and motivating himself is what made him excel. Which proves the only thing that can hold a man back is another man is now rendered a false statement?

What Javascript Cannot Do

What Javascript Cannot Do While there are a great many things that JavaScript can be used to enhance your web pages and improve your visitors experience with your site, there are also a few things that JavaScript cant do. Some of these limitations are due to the fact that the script is running in the browser window and therefore cannot access the server while others are as a result of security that is in place to stop web pages from being able to tamper with your computer. There is no way to work around these limitations and anyone who claims to be able to perform any of the following tasks using JavaScript has not considered all of the aspects of whatever it is that they are trying to do. It Cannot Write to Files on the Server Without the Help of a Server-Side Script Using Ajax, JavaScript can send a request to the server. This request can read a file in XML or plain text format but it cannot write to a file unless the file called on the server actually runs as a script to do the file write for you. JavaScript cannot access databases unless you use Ajax and have a server-side script to perform the database accesses for you. It Cannot Read From or Write to Files in the Client Even though JavaScript is running on the client computer (the one where the web page is being viewed) it is not allowed to access anything outside of the web page itself. This is done for reasons of security since otherwise a web page would be able to update your computer to install who knows what. The only exception to this are files called cookies which are small text files that JavaScript can write to and read from. The browser restricts access to cookies so that a given web page can only access cookies created by the same site. JavaScript cannot close a window if it didnt open it. Again this is for security reasons. It Cannot Access Web Pages Hosted on Another Domain Even though web pages from different domains can be displayed at the same time, either in separate browser windows or in separate frames within the same browser window, the JavaScript running on a web page belonging to one domain cannot access any information about a web page from a different domain. This helps to ensure that private information about you that may be known to the owners of one domain is not shared with other domains whose web pages you may have open concurrently. The only way to access files from another domain is to do an Ajax call to your server and have a server side script access the other domain. It Cannot Protect Your Page Source or Images Any images on your web page are downloaded separately to the computer displaying the web page so the person viewing the page already has a copy of all of the images by the time they view the page. The same is true of the actual HTML source of the web page. The web page needs to be able to decrypt any web page that is encrypted in order to be able to display it. While an encrypted web page may require JavaScript to be enabled in order for the page to be able to be decrypted in order for it to be able to be displayed by the web browser, once the page has been decrypted anyone who knows how can easily save the decrypted copy of the page source.

Case Analysis Study Example | Topics and Well Written Essays - 1000 words

Analysis - Case Study Example Two thousand and five was the first time when Dietary Guideline for Americans (DGA) made a major federal nutrition policy guideline on the specified limit of the amount of sodium that should be consumed. The policy recommends that any individual of two or additional years are supposed to consume less than 2,300 mg of sodium every day. In addition, individuals perceived to be at high risk of contracting diseases caused by over consumption of sodium such as hypertension, middle-age, and older adults are recommended by the DGA to take sodium of not more than 1,500 mg a day. The analyses that have been made so far indicate that 69 % of American adults would fall under the recommended people to take low level of sodium (CDC, 2009). According to DGA, measures of salt during cooking and use at the table fairly have been stable and relatively small as compared to other amount of sodium found from other sources. In addition, the National Health and Nutrition Examination Survey (NHANES) has su ggested that platforms for reducing the salt consumption of a populace may be utmost fruitful if they are intended to focus on decreasing salt additional in the course of food processing in addition to changes in food variety. The recommendation to consume sodium that is lower than 2,300 mg every day by an organization known as the  Dietary Guidelines for Americans  is similar with the recommendations that were made by the Institute of Medicine’s (IOM’s). In their reports, it is evident that a majority of adults consume foods that have high level of potassium, water, chloride, sodium, and (IOM, 2005). In addition, their findings ascertains the necessity for public health tactics to moderate sodium consumption as well as the progress of substitute handling skills to ease the sodium content of nutrition. The IOM also emphasizes that distinct devotion should be specified to maintain texture, taste, low cost, and satisfactoriness of the end user. There has been many co ntroversy surrounding recent recommendation regarding the extension of the amount of sodium intake from groups that have the highest risk to the general American populations. According to experts, Americans need to reduce their intake of sodium, and this will promote a longer lifespan for the American population. Their recommendation is on the basis of different panels that offer their expert advice regarding human health. Studies based on the results of clinical results as well as other studies show that there are many advantages of consuming low sodium (Kovner et. al, 2011). These findings indicate that a diet that involves a low amount of sodium lowers the chances of individuals to succumb to cardiovascular related deaths. This finding serves to add strength to the recommendation by experts that Americans ought to reduce their sodium intake. It is important that people with hypertension or older individuals to consume low amounts of sodium to reduce the degree of putting their li ves at risk. Public health policies in America are then able to include not only the citizens who are at a high risk but the general American population. This is why the experts who made recommendations that Americans need to

Identification and Elimination of Bottleneck for Competitive Advantage Term Paper

Identification and Elimination of Bottleneck for Competitive Advantage - Term Paper Example Identification of Process Bottlenecks The implementation of Six Sigma Principle involved a step by step improvement of quality standard. The processes which improve the system’s overall quality often prove to be the ones restricting the capacity of the system and overall process. The constraints of the system results in inherent flaws and reduces the operational efficiency, thereby impacting the profits. The processes which act as a constraint in Mario Pizza Store increase the cycle time1 resulting in a decrease in the profits and leads to customer annoyance. The main constraints of the system are the order processing time and wait time for the customers (Shafer and Meredith, 2009). The order processing time includes the time spent in order acquisition and manufacturing of Pizza until the customer is served. The order acquisition by the waiters is a difficult measure to model and improve because of the presence of a human element. The menu points can solve this tangle giving a rather measurable indicator which can be worked on. The manufacturing involves the presence to required ingredients in the right shelves which are readily accessible by the kitchen staff (Stevenson, 2011). The processing time of the ovens is another indicator which can be easily monitored and improved by the utilization of automatic ovens and utilization of better technology. The automatic ovens can also help to reduce the kitchen staff. The second constraint highlighted in the process is the wait time of the customer which is inturn dependent on the length of the queue and seating capacity. The enhancement in seating capacity is a strategic decision involving serious financial implications and is not advisable because the same would result in under utilization of seating capacity during non-peak hours thereby increasing the maintenance costs (Jacobs and Chase, 2010). The improvement in the order processing time can reduce the waiting time as well which would reduce the overall cyc le time. The main constraint in the system causing a bottleneck is the order processing time whose improvement will definitely improve the waiting time. The emphasis should therefore be placed on the improvement of order processing time (Stevenson, 2010). 1Cycle Time: The total time a customer spends in the Pizza store from entry till departure. Improvement in Bottleneck Resource The order processing time can be reduced thereby optimizing the overall process capability. The introduction of better cooking oven, the availability of inventory and the placement of ingredients at the right place can significantly reduce the processing time. The placement of ingredients in readily accessible shelves will reduce the movements of the kitchen staff. Advanced cooking ovens will not only improve the processing time but the setup time as well. The availability of inventory will reduce the idle time of the ovens (Jacobs, Chase and Aquilano, 2005). Conclusion The correct identification, diligent analysis and successful improvements in a bottleneck enhance the overall performance of the system. The suggested measures will not only reduce the overall cycle time but will also be instrumental in increasing the profit margin as well as the customer satisfaction. The improvement in the core technology & inventory system will reduce the process time of bottleneck and perk up the system’s overall efficiency. As Goldratt said â€Å"

Case Study on Launch of Water Park Essay Example for Free

Case Study on Launch of Water Park Essay The International Association of Amusement Parks and Attractions (IAAPA) announced Asian Attractions Expo (AAE) 2014 will take place at the China National Convention Center (CNCC) in Beijing 17-20 June 2014. Since 1997, Asian Attractions Expo has been the premier international trade show and conference for the multibillion-dollar leisure and attractions industry in Asia. â€Å"IAAPA is looking forward to bringing Asian Attractions Expo to China,† IAAPA Vice President, Asia Pacific Operations Andrew Lee said. â€Å"The attractions industry within China is growing at a rapid pace with several attractions recently completed and a number of other major amusement parks in development, making its capital city, Beijing, a logical choice to host AAE 2014. † â€Å"Beijing’s experience as host to the 2008 Olympic Games, its area tourist attractions, and its history and diverse culture make it a perfect backdrop for Asian Attractions Expo, the attractions industry’s fastest growing trade show and conference in the region,† said IAAPA President and CEO Paul Noland. Owners, operators, manufacturers, and suppliers will conduct business, learn, and network More than 5,000 attractions industry professionals from more than 60 nations are expected to participate in the event. The trade show floor will showcase products from more than 250 companies from around the world in more than 100 categories, including amusement and theme park rides; architectural and design services; and coin-operated games, skill games, and redemption prizes. The trade show floor is the place for CEOs, directors, general managers and senior managers of amusement and theme parks, water parks, zoos, aquariums, museums, family entertainment centers, casinos and resorts to experience what’s new in the attractions industry and purchase attractions and services to enhance the guest experience and increase revenue at their facilities. The event will include education sessions related to safety, operations, and management presented by worldwide industry leaders in each discipline. Session discussions will center on industry trends and best practices, and throughout the week participants will network with colleagues to strengthen longtime business relationships and establish new partnerships. WWA offers webinar on Affordable Care Act BY AMUSEMENT TODAY | FEBRUARY 25, 2013 The World Waterpark Association will broadcast a live webinar on March 6, 2013, at 2 p. m. ET with a session on the Patient Protection and Affordable Care Act, brought to you by the WWA’s Government Relations Committee and the WWA Insurance Program and its partner agency, Haas Wilkerson Insurance. The Affordable Care Act: What It Means For Waterpark Operators Healthcare expert Dennis Maggart will deliver a presentation on the Patient Protection and Affordable Care Act (PPACA) that was signed into law in 2010. Many of the major changes are scheduled to be enacted on January 1 of 2014. Maggart will speak to World Waterpark Association members on how these new laws may affect your company. The seasonal nature of the waterpark business and the amount of part-time and temporary labor the industry hires makes compliance with many of these new requirements very challenging. This webinar will be very useful in helping you with your compliance and in developing a strategy to deal with these new rules and regulations. Dennis Maggert is President of McInnes Maggart Consulting Group, located in Fairway, Kan. , McInnes Maggart Consulting Group is a strategic partner of Haas Wilkerson Insurance. There is no cost to attend this webinar. However, space is limited for the live event and turnout is expected to be strong, so register today and sign-in at least 5 minutes before the event begins. To register visit the webinar registraton web page.

In The Heat Of The Night :: essays research papers

In the Heat of the Night Essay   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  For my essay I have chosen to write about the topic about Tibbs and Gillespie understanding and respecting each other. In the beginning of this story Gillespie thought of Virgil as he would of thought of any other Negro, but soon he found out he was wrong, Virgil was a very gifted detective with lots of skills. When Tibbs was first taken in to see Gillespie, Gillespie was yelling and screaming at Tibbs for no reason but Virgil did not break down to the harassment and proved Gillespie wrong by showing him his ID card that proved he was a cop. I think that Virgil earned a little respect from Gillespie their by showing him that he was calm and mature. As the story unfolded Gillespie saw more and more of Virgil’s good qualities. Gillespie saw that Virgil was calm, educated, smart, payed attention to detail, and was qualified for his job. Every time that Gillespie would arrest some one Virgil proved them innocent, when Oberst was arrested Virgil proved Gillespie wrong by proving to him that Oberst was not the murderer. When Gillespie arrested Sam Wood Virgil also proved him innocent. Even though Gillespie didn’t like to be proven wrong by anyone (none less a Negro) he respected Virgil for his great detective work. At one point in the novel Gillespie and Tibbs shake hands and I think that was the high point of this mutual respect. Virgil didn’t respect Gillespie that much in the beginning and most of the middle of this story but in the end Virgil respected Gillespie. I think it was good that Virgil did not respect Gillespie because Gillespie was using Virgil for his scapegoat. At the end of this story Gillespie finally showed everyone that he respected Tibbs by telling every one the truth about the murder investigation, and giving most of the credit to Virgil.

Is the father really a good guy Essay

McCarthy has given a masterpiece that has moved many people with the way he constructed the story of the Road where a father and a boy were engaged in a life changing tragedy. There were also bad things that happened during that time by which one could question if the father is really a good guy. Upon reading the story, I am overly moved that the father is not that good. He may have saved the life of his son that was close to danger. The father must do it since it was his responsibility as the parent of the boy to take care of him in any circumstances until the boy reaches the right age. I think on that part, being a responsible father to him is a good sign that he gives importance to his duties and obligations as a father. The father might have provided the son with the things he need, and I think the boy greatly appreciates the effort in the story. However in the other parts of the story, the father I think was indifferent with the issues that are widespread in their place. He may have something that makes him act that way. Nonetheless, as a citizen, he must show bits of concern with her own state. Read more:Â  My Father Goes to Court Essay He must have shown concern, if not participation for the movements that might have happened in the story. Being a human being calls for many things in life. One must learn and understand that life isn’t that grand. We can’t see all the things we wanted, and never will it happen that what we expect every other people’s interactions with us be that good, the way we would treat them. Seeing the differences and uniqueness of each one of us, I guess that there really are many things that have to be considered in order to look into something if it’s really good or bad. Life on earth is not a fantasy that we can only see the good things, however seeing the other things here, the bad things, unreasonable and strange things, we must evaluate, and I guess have to do something for the situation. In the story, there were inhumanities that are witnessed and I think, being a good citizen might apply by taking into action some virtues that we learn from our ancient thinkers. Like the saying that giving is always better than receiving presents, it is applicable with the kids the father has seen. Even if they are not his sons or daughter, it was still a humane decision if he will extend a little help to them. Also, it might teach his son some of the good manners a man must do in order to give his life a better meaning. It will give the boy some ideas on how to react with every situation that comes along. If the father will just be gentle to other kids, then he (the son) might also be gentle and helpful in his future life. The end of the story was a sad one. After all his attempts to give his son a good life, the father still died and left his boy with no one else to be with. No one would have taken care of the boy not until the time he was adopted by someone with a good heart. The example that the guy has set and has portrayed in the role was the good man, who in the past has been already following them. He showed concern with the father and the son, giving the son the chance not to be miserable in that situation. Being good in the real sense is relative to the people who evaluate others. I think, in this case, I judged the father as a good father but not a good citizen. In evaluating this, he is not good since he is only good in one side. When someone or something is evaluated, it must first fit with the given categories. And since he was not consistent with the preferences I have set in seeing if a guy is a good guy or not, then he is a bad guy, ignoring some of the important things that might also affect his son in the long run. The guy could have just given his son some insights about life that will help him evaluate his own and of course, give him the idea of what a good citizen is. Instead, the other man who adopted the son was better showing concern, and seeing earlier the danger of the father overprotecting his son with all of the elements of life. Works Cited Cormac McCarthy. The Road. 2007. 13 December 2007. .

Early Childhood Literacy Proposal Essay

Abstract Research on early childhood literacy pinpoints the early childhood years as the foundational base period for developing the language and literacy skills that are fundamental to a young child’s long term developmental success in reading and writing. This study places theoretical attention on the essential components of literacy that promote and predict the essential emergent literacy development of a child. This efficacious aspect of learning acquisition is critically pertinent for the school readiness of a child in being well read. Findings support and highlight how the acquiring of skills in components of literacy such as phonological awareness, vocabulary and language knowledge, alphabet and sound recognition, print and text comprehension as well as the use of sound instructional practices and strategies among teachers will promote the optimal level of success in early literacy and beyond. Introduction Early childhood literacy is an emphatic, essential, and extensive branch of education that seeks to equip young children with the optimal skills that will cause them to emerge in reading and writing. These foundational skills are critical and predictive of one’s diagnosis of success within these parameters. Research notes that depending on where they start, their experiences in the home, and the curriculum being used in their classroom, many children will leave preschool with early literacy skills that put them on a trajectory to transition successfully to learning to read (Lonigan, Allan, & Lerner, 2011). To signify, the essence of these skills is manifested early in one’s life and is the predecessor of one’s future achievement in literacy. The developmental stage for the actual acquiring of these precursor skills begins in infancy and extends to the primary years. However, it is important to note that for the purpose of this study, early literacy skills will be based on those skills that occur at the preschool ages of 3-4. Then too, within this digest, it is important to note that effective preschool programs are the panels of early education that promote, support, and contribute to the child’s future reading and writing readiness. These factors characterize the role of early childhood programs in promoting children’s early literacy development for later achievement in reading. The acquisition of children’s reading skills was once thought to originate with the start of reading instruction in elementary school, but research now supports the idea that learning to read is a continuous developmental process that emerges early in life (Wilson & Longman, 2009). For this purpose, a study has been proposed to increase the focus on the early years of education as the precursor for later success in literacy and to discover those early literacy skills that foster success in literacy and inform of the assessments and strategies that are the best practices for providing this evidence. The following research question and hypotheses were made declarative or stated as a guide for this proposal: Research question: Does the acquisition of early literacy skills foster future success in literacy? Hypotheses: The acquisition of early literacy skills fosters future success in literacy. Subsequent Hypotheses: 1) Literacy rich environments or settings contribute to a child’s future success in reading. 2) Effective teaching strategies support a child’s development of literacy. These modes and mechanisms form the basis for providing children with an effective curriculum, strategies, techniques, and activities that will empower their knowledge and give them a sound foundation of emergent literacy. The very term emergent literacy is a relatively new one that evolved in response to evidence that literacy development occurs along a continuum that begins long before children actually start formal schooling and long before they acquire conventional literacy skills such as decoding, oral reading, reading comprehension, spelling and writing (Invernizzi, Landrum, Teichman, & Townsend, 2010). To note, the learning phase of literacy for children begins at birth and extends to the preschool phase and beyond. Infants begin to grasp books and take them to caregivers of parents to read. Around the age of two, children begin to recognize favorite books by cover and can memorize and restate some of the words. Between the ages of three and four, children are able to picture read and retell stories as well as manipulate letters and print. At the ages of five and six, children then begin to understand that words have meaning. The emergent skills and abilities that are strong predictors of future progression and succession in later reading and writing outcomes include the following: 1) Phonological Sensitivity- Children begin to hear and understand various sounds and patterns of spoken language. More specifically, these skills begin with listening to sounds and then noticing and discriminating rhyme and alliteration. Afterwards children begin to determine syllables in words by examining onset and rime. Phonological awareness skills generally graduate to advanced phonemic awareness skills and later lay the foundation for the gaining of phonics. They are further progressed and promoted as children sing songs; hear stories, and finger plays or rhymes (Heroman & Jones, 2010). Research has found phonological awareness skills in preschool to be one of the most robust predictors of early reading success in a child’s first few years of formal schooling† (Callaghan & Madelaine, 2012). 2) Print Knowledge- Children’s ability to organize and convey meaning of words through sounds, words, or sentences. The conventions of print that are modeled by teachers and learned by children and that eventually help to bring awareness to the functions of print include providing print rich environments, interacting during story times, watching adults write and read books. 3) Alphabet Knowledge-Children begin to recognize letters and their sounds to printed letters. A child’s knowledge of the alphabet is the single best predictor of first-year reading success (Elliot & Olliff, 2008). Children who are exposed to alphabetic activities and experiences such as reading books that display the alphabet, manipulating magnetic or textured alphabets, playing games that reference the alphabet, as well as singing and saying the alphabet have increased letter knowledge that will eventually promote reading and writing achievement. It was found that knowledge of letter names prior to kindergarten was predictive of reading ability in fifth and tenth grade (Wilson & Lonigan, 2008). 4) Comprehension-Children make meaning of text by being able to process stories they have heard read aloud. They are also provided with language rich activities, directions, and instructions as a way to understand and communicate knowledge. Teachers can promote listening and story comprehension skills by doing the following: * Talk with children frequently throughout the day * Use language that is easy for children to understand * Help children understand language by rephrasing it when necessary * Play listening games * Help children learn to follow and give directions * Read aloud to small groups of children * Prepare children for a reading by taking a â€Å"picture walk† * Show children the pictures as you read. * When reading to children, encourage them to ask questions, make predictions, talk about the story, and connect new ideas with what they already know * Facilitate story retellings (Heroman & Jones, 2010). Review of Related Literature A review of the research literature reveals how early childhood literacy and learning governs the academic research among young children. The use of early literacy assessments as evidence of directly measuring student’s knowledge is examined as the way to understand children’s development in literacy and ascertaining what counts as student learning. The early literacy instruction take the form of isolated activities and skills that could be easily documented, measured, quantified or qualified as the condition for evaluating the prerequisite skills for eventual success in formal reading and writing. Children are assessed on how many alphabets they know; how many sight words they can recognize; how they distinguish individual sounds or phonemes in spoken language; how they make connections between letters and sounds; and how they use language to tell stories and share information as the way to individualize or compare a student’s performance (Casbergue, 2010). Children who are at risk for later reading problems have weaker emergent literacy skills than children not at risk for later reading problems. Several studies examining the predictive validity between emergent literacy skills and later reading skills have found that emergent literacy skills are good indicators of whether a child will have trouble with reading in the early elementary grades. Therefore, it is helpful for teachers to be able to measure accurately those emergent skills to determine who is most at risk for later reading problems and implement  interventions geared toward improving emergent literacy skills with at risk children (Wilson & Lonigan, 2009). Research suggests several programs or assessments that will help teachers in identifying, guiding, and implementing those skills that will cause students to gain early responsiveness in literacy. The article, â€Å"Increased Implementation of Emergent Literacy Screening in Pre-Kindergarten focuses on the findings that emphasize how prekindergarten programs are prevalent for ensuring academic success in literacy. The findings suggest that children who attend a good Pre-K program will more than likely not have reading difficulties in later years. The use of emergent literacy assessments by teachers helps in discussing the specific information about literacy development that will assist the teacher in making informed decisions for meeting instructional goals and objectives. These assessments help the teachers to learn what the student knows or what they need to learn while also addressing the teacher’s instructional methods and modes. It was found that these assessments help in identifying a student’s strengths and targets their weaknesses for advanced instructional literacy needs. PALS-PreK which focuses on the alphabet knowledge, phonological awareness, print concepts, and writing skills of students is the tool that measures the progress of students and helps teachers to assess the knowledge and mastery level of the students. This assessment was used to assess the emergent literacy skills of more than 21,000 students prior to Kindergarten as the way to target their performance. It is an easy to use system that is administered to children individually by the classroom teacher and does not rely on an allotted time for completing the assessment (Invernizzi, Landrum, Teichman, & Townsend, 2010). The Creative Curriculum is an ongoing assessment tool that assesses children using specific objective indicators and predictors of standards that pertain to school readiness and the success of children within the field of literacy. This tool requires that teachers write observations or records of children during naturalistic situations in the classroom or during group time as the most accurate way for measuring the literate success of the child. Children will be required to demonstrate phonological awareness, knowledge of the alphabet and sounds, knowledge of print and emerging writing skills as well as respond to books and other text and will be assessed and placed within a color coded mastery level and will  be assessed throughout the school year (Heroman & Jones, 2010). The article Assessment of Preschool Early Literacy Skills: Linking Children’s Educational Needs with Empirically Supported Instructional Activities, Longman, Allan, & Lerner describe preschool as the critical predictive phase of learning wherein children’s early literacy skills are detected, developed, and directed towards them becoming skilled readers and writers. Longman et al provide a research study that supports the crucial role of teachers in providing children with a strong literacy enriched foundational base wherein there is a rich curriculum that includes the necessary activities that will promote their proficiency in literacy. Substantial evidence points to children’s acquired skills in alphabet knowledge, print, phonology, and oral language attributes to the outgrowth and successful achievement levels in their evolving literacy skills. This article further discussed three methods for determining and evaluating the skills of preschool children. Primary forms of assessment which included informal assessments, screening/progress monitoring, and diagnostic assessments were further investigated as it related to the measurement of children’s developmental goals and gains in correlation to the effectiveness of the teacher’s guided instructions and activities. One valid and reliable assessment that is of particular focus is that of diagnostics assessments. Diagnostic assessments are reliable and valid in that they will identify a child’s strengths within a specific set of skills or discipline and expose mastery of it. Then too, these assessments will measure exactly what they are intended to measure. Longman et al contend, â€Å"The key advantage of diagnostic assessments include in depth examination of specific skill areas, generally high reliability, established validity of the measure, and the ability to compare a specific child’s performance with a known reference group† ( Lonigan, Allan, & Lerner, 2011). The authors provide accurate evidence of children’s progress wherein the tests within the above mentioned literacy areas provided high levels of internal consistency and test retest ability wherein the tests were error free and provided accurate scores. The tests also yielded multiple items within the measure that would further index the child’s developmental level within literacy. A further quasi-experimental research was conducted as to how teachers enhance the early literacy skills of preschool children. The research was conducted during the span of two years and across 20 Head start sites. 750 teachers were selected to participate as 370 classrooms conducted pre and posttest assessments. Student performances were examined in comparison of being taught by teachers with either 1 or 2 years of training and instructional experience. It was found that teachers who were more educated were more effective to the student’s overall achievement of early literacy skills (Landry, Swank, Smith, Assel, & Gunnwig). Even further within the research literature on early childhood literacy is the importance of preschool early intervention in literacy. Researchers have examined phonological awareness skills as being robust skills for later conventional literacy skills. The National Center for Family Literacy (NELP) conducted a meta-analysis of more than 299 studies on children between the ages of birth and five years and recognized phonological awareness as one of the most important determinants of early reading success (Callaghan & Madelaine, 2012). Then too, researchers detail the importance of phonological skills being initially taught in preschool due to the phonological sensitivity of children during this age period. It is estimated that preschool children who have a sound foundation of phonological skills will achieve reading skills during later years. Longitudinal studies have traced the performance early literacy skills of preschoolers and subsequent later grades and determined positive literacy outcomes. Research also places a significant amount of focus on the instructions and strategies that will influence the literacy development of preschoolers. Researchers suggested that preschoolers benefited more from shorter periods of intensive literacy instruction during small group settings within a play based curriculum as opposed to longer periods of instruction. The following chart lists the actual activities or skills that teachers use to promote literacy within the classroom. It lists the frequency of the skills as a way to inform the effectiveness or ineffectiveness of the strategies. Language and Literacy Activities in Center-Based Early Childhood Settings (N = 180) | Variable| % Reporting Often or Always| % Reporting Sometimes| % Reporting Seldom or Never| M| SD| Language and Literacy Promotion Scale (23-items)| -| -| -| 4. 17| 0. 64| 1. Read aloud to children in a group setting. | 78. 3| 16. 7| 5. 0| 4. 24| 0. 90| 2. Read aloud to children individually. | 50. 0| 30. 6| 19. 4| 3. 44| 1. 07| 3. Set aside special time each day to read to children. | 75. 0| 19. 4| 5. 6| 4. 13| 0. 97| 4. Read aloud a variety of books. | 85. 6| 9. 4| 5. 0| 4. 34| 0. 87| 5. Reread favorite books. | 82. 8| 12. 8| 4. 4| 4. 28| 0. 90| 6. Talk about books read together. | 68. 9| 20. 6| 10. 6| 3. 95| 1. 11| 7. Ask children questions about the books. | 74. 4| 17. 8| 7. 8| 4. 10| 1. 06| 8. Provide opportunities for children to look at books and other printed materials on own. | 82. 2| 13. 3| 4. 4| 4. 31| 0. 90| 9. Teach children features of a book. | 58. 3| 21. 1| 20. 6| 3. 65| 1. 25| 10. Teach children that printed letters and words run from left to right and from top to bottom. | 63. 3| 19. 4| 17. 2| 3. 74| 1. 21| 11. Practice saying alphabet with the children. | 93. 3| 5. 0| 1. 7| 4. 60| 0. 68| 12. Teach children to recognize letters of alphabet. | 90. 0| 7. 8| 2. 2| 4. 54| 0. 80| 13. Teach children to distinguish between uppercase and lowercase letters. | 69. 4| 20. 6| 10. 0| 3. 98| 1. 19| 14. Help children learn the sounds each letter can represent. | 78. 9| 12. 2| 8. 9| 4. 23| 1. 09| 15. Teach children to write letters of alphabet. | 71. 7| 17. 2| 11. 1| 4. 05| 1. 15| 16. Help children to write their names. | 74. 4| 16. 1| 9. 4| 4. 10| 1. 13| 17. Help children identify different colors, shapes, and sizes. | 88. 3| 8. 3| 3. 3| 4. 57| 0. 80| 18. Help children learn opposites. | 81. 1| 16. 1| 2. 8| 4. 29| 0. 89| 19. Help children recognize numbers. | 87. 2| 8. 9| 3. 9| 4. 46| 0. 83| 20. Practice counting with the children. | 88. 9| 9. 4| 1. 7| 4. 57| 0. 75| 21. Choose books to read aloud that focus on sounds, rhyming, and alliteration. | 77. 2| 16. 7| 6. 1| 4. 16| 0. 93| 22. Have children sing or say a familiar nursery rhyme or song. | 85. 6| 12. 8| 1. 7| 4. 42| 0. 78| 23. Encourage children to make up new verses of familiar songs or rhymes by changing beginning sounds or words. (Green & Peterson, 2006). | 63. 9| 20. 6| 15. 6| 3. 85| 1. 17| Methodology The writer begins by selecting the type of research which will be conducted which is an evaluation research. Two emergent literacy screening tools for preschool age children are used as measureable tools for identifying the acquisition of children’s emergent literacy skills are the Get Ready to Read Tool (GRTR) and the Individual Growth and Development Indicators (IGDI). The GRTR test has 20 activities that strictly measure phonological and print skills. The children are shown a page with four pictures and asked a question that responds to one of the pictures. At the end of the test the scores are tallied for a final comprehensive score. Children master IGDI test by selecting picture cards that respond to questions about Alliteration and Rhyming, Picture Naming, and Phonological awareness skills. Children are given a flashcard within one of the domains and asked a question and prompted to point to the correct answer. The scores consist of the number of correct answers that were completed within a specified amount of time. Both of these tests were administered in July and October with the consent of the parents of the preschool age children and lasted about 40 minutes (Wilson & Lonigan, 2009). Participants For this study, 21 preschools in Florida participated. The children’s ages ranged from 42 to 55 months. There was an equal distribution of boys and girls. 70% of the children were Caucasian, 19% were African American and 11% were of another ethnicity. Conclusion/Recommendation The IGDI performance test scores were worse than those of the GRTR in terms of concurrent validity and reliability due to some of the children being unable to complete the tests. It was determined that the tests were difficult for the age group and therefore were unreliable. The GRTR was more reliable in that it was geared towards the age of the children. The results of the study were clear in that this screener was better for measuring the emergent literacy skills of preschool children as the evidence for later performance in reading. Researchers, educators, and policy makers are concerned with the quality of literacy programs, the effectiveness of literacy instruction, and the achievement of students with the field of literacy. Finding from this study support how early childhood programs promote language and literacy skills for future success in reading and literacy. References Bright From the Start: Georgia’s Department of Early Care and Learning. http://decal. ga. gov/documents/attachments/content_standards_full. pdf Callaghan, G. , & Madelaine, A. (2012). Leveling the Playing Field for Kindergarten entry: Research Implications for Preschool Early Literacy Instruction. Australasian Journal of Early Childhood, 37, 13-23. Casbergue, R. M. (2010). Assessment and Instruction in Early Childhood Education: Early Literacy as a Microcosm of Shifting Perspectives. 13-20 Elliot, E. M. , & Oliff, C. B. (2008). Developmentally Appropriate Emergent Literacy Activities for Young Children: Adapting the Early Literacy and Learning Model. Early Childhood Education Journal, 35, 551-556. Green, S. D. , & Peterson, R. (2006). Language and Literacy Promotion in Early Childhood Setting: A Survey of Center Based Practices. Early Childhood Research and Practice, 14 (1) Heroman, C. , & Jones, C. (2010). The Creative Curriculum for Preschool: Literacy. Vol. 35, 537-567. Invernizzi, M. , Landrum, T. L. , Teichman, A. , & Townsend, M. (2010). Increased Implementation of Emergent Literacy Screening in Pre-Kindergarten. Early Childhood Education Journal, 37, 437-446. Landry, S. Swank, P. R. , Smith, K. E. , & Assel, M. A. (2006). Enhancing Early Literacy Skills for Preschool Children: Bringing a Professional Development Model to Scale. Journal of Learning Disabilities, 39, 306-324. Longman, C. J. , Allan, N. P. , & Lerner, M. D. (2011). Assessment of Preschool Early Literacy Skills: Linking Children’s Educational Needs with Empirically Supported Instructional Activities. Psychology in the Schools, 48, 488-501.

Notes on the Huntsman by Anton Chekov Essay Example

Notes on the Huntsman by Anton Chekov Essay Example Notes on the Huntsman by Anton Chekov Paper Notes on the Huntsman by Anton Chekov Paper The Huntsman Assess the character of Yegor Vlassitch to show how arrogant he is which ultimately brings in his separation with his wife. â€Å"The Huntsman† brillantly conveys the complex texture of two lives during a meeting on a summer day. The characters are Yegor Vlassitch and his wife Pelagea who meet after a decade of separation. In their brief conversation both of them appear to be opposite in their ways of life but accidentlaly united by wedlock while Yegor is haughty and proud of being a good huntsman, Pelagea is, as Yegor has said, â€Å"a simple peasant woman with no understanding† and hence they are ill-matched and thus the arrogant huntsman of Pelagea goes away from her life once again. Yegor as he himself admits is â€Å"the best shot there is in the whole district† and he says â€Å"the gentry feel that and have even printed things about me in a magazine†. From his very childhood days he never had â€Å"any calling apart from guns and dogs†. When he was without guns he went fishing, if he was denied of a fishing hook he caught things with bare hands. Such was his spirit of freedom, which â€Å"you will never root it out of him†. Hence to be matched with a simple herd girl is not his cup of tea and thus he is now resolute enough to be away from his nagging wife who pleads with him to come to her hut. â€Å"To go for an hour or two is only a waste of time† says Yegor who is much habituated to the pampered way of living. He needed â€Å"a bed to sleep and good tea to drink and refined conversation† without which it is impossible for him to endure a rustic life â€Å"even for a day†. Hence there is no point for him to return there leaving his job of a huntsman. Such an attitude of Yegor confirms him as a selfish man who cares nothing besides his own comfort. However Yegor’s inhumanity is once more confirmed when Pelagea sobs to ask if there â€Å"has never once been love between them in the decade of conjugal life†. Hearing the word ‘love’ Yegor stoically states that â€Å"there can’t be any love. It’s only in name we are husband and wife. We aren’t really†. According to Yegor the key issue which stands as hindrance before their married life is that he is a carefree man â€Å"pampered profligate† while Pelagea is a working woman in â€Å"bark shoes and never straightening her back†. Such hard words of the huntsman testify him as a rigid man who is neither adjusted to any circumstances nor well-mannered. There is no denying the fact that out of a spell of intoxication he married Pelagea but then it is too much for a decent man to blame it on his wife for consenting to the marriage and insulting her saying that â€Å"it was a bit of luck for a herd girl to marry a huntsman†. Therefore she must suffer according to her wild husband who feels he has nothing to do. Even if Pelagea â€Å"beat herself against the wall† for the mistake she did in marrying such a rogue. This attitude of Yegor confirms him as a saddist who feels complacent seeing his wife suffer miserably. Indeed he is a wild man unfit for a conjugal life which acts as a basic factor for his separation from his wife.

3 Tips for Writing Stellar UNC Chapel Hill Supplement Essays

3 Tips for Writing Stellar UNC Chapel Hill Supplement Essays SAT / ACT Prep Online Guides and Tips If you’re applying for admission to UNC Chapel Hill, you’ll have to write a total of three essays as part of your application. Your UNC Chapel Hill supplemental essays are a great way to tell the admissions committee more about yourself while also showing your interest in UNC and your dedication to your education. In this article, we’ll break down what the UNC essay prompts are, what you should talk about in each, and offer tips for writing great UNC supplemental essays. What Are the UNC Essay Prompts? UNC Chapel Hill uses the Common Application for its admissions process. As a first-year applicant, you’ll be required to write a total of three essays: one Common Application essay and two UNC-specific essays. The UNC supplemental essays are two 250-500 word essays that respond to UNC-specific questions. There are a total of four UNC supplemental essays to choose from; you get to pick whichever two you would like to answer. Here are the four UNC essay prompts: Tell us about a peer who has made a difference in your life. What do you hope will change about the place where you live? What is one thing that we don’t know about you that you want us to know? What about your background, or what perspective, belief, or experience, will help you contribute to the education of your classmates at UNC? In the next section, we’ll talk about how to answer each of the UNC supplemental essays. UNC Supplemental Essays, Analyzed Each of the four UNC essay prompts asks you to share about something in your life that the admissions committee wouldn’t know from reading the rest of your application. The key to writing great UNC supplemental essays is to be personal and specific. Let’s take a look at what the admissions committee wants to know in each prompt. Tell us about a peer who has made a difference in your life. This prompt wants to know about the lessons you’ve learned from your peers - friends, classmates, teammates, etc. Basically, people who are your contemporaries. Don’t talk about a teacher, coach, or other adult - the prompt specifically states that you should talk about someone who is your age. The key to this prompt is to be specific about the lessons you’ve learned from your peer. This UNC essay isn’t the place to talk about how awesome your friend is or how much fun you have together - unless there’s a lesson built in, like that you can always persevere in the face of extreme obstacles. The story you choose to share doesn’t have to be hugely transcendent or impressive - all you need to do is speak honestly about how this person has influenced your life, even if the lessons learned seem small. What do you hope will change about the place where you live? While this prompt may seem serious, it doesn’t have to be. You don’t need to do in-depth research into the changes in laws in your neighborhood, but you do need to pick a change that has personal meaning for you. For instance, maybe you and your neighbors don’t know each other well and you’d like to have a greater feeling of community with the people you live near. That reason has nothing to do with legislation, but would have a big impact on your life. Show how and why those changes would affect you. The reasons you give will help the admissions committee get a better understanding of who you are a person. What is one thing that we don’t know about you that you want us to know? The possibilities for this prompt are endless! You can really talk about anything here - from your love of cooking to your passion for creating enamel pins to the flag football games you always play with your cousins at family reunions. For this prompt, pick something specific. It’s better to focus on one aspect of your personality rather than writing a big list of qualities. Go deep on one thing, rather than barely scratching the surface on a number of characteristics. Make sure that whatever you choose to highlight isn’t talked about anywhere else on your application. This prompt is your chance to tell the admissions committee something they don’t know about you - don’t waste it! What about your background, or what perspective, belief, or experience, will help you contribute to the education of your classmates at UNC? This prompt is a pretty standard diversity prompt which seeks to get a better understanding about your identity and perspective. The committee isn’t looking for you to demonstrate any particular qualities or understanding of identity, but it is looking for you to be authentic. Don’t say anything about yourself that is an exaggeration or isn’t true. If you don’t feel that your perspective or beliefs are all that unique, or if you don’t have a lot to say about either, it’s probably best to go with a different prompt. 3 Tips For Mastering Your UNC Essays Hoping to write two amazing UNC supplemental essays? Follow these key tips to do so! #1: Use Your Own Voice The point of a college essay is for the admissions committee to have the chance to get to know you beyond what’s featured in other parts of your application. Your admissions essays are your chance to become more than just a collection of statistics - to really come alive for your application readers. Make sure that the person you’re presenting in your college essays is yourself. Don’t just write what you think the committee wants to hear or try to act like someone you’re not - it will be really easy for the committee to tell you’re lying. If you lie or exaggerate, your essay will come across as insincere, which will at best diminish its effectiveness and at worst make the admissions committee think twice on accepting you. Stick to telling real stories about the person you really are, not who you think UNC wants you to be. #2: Avoid Cliches and Overused Phrases When writing your UNC essays, don’t use cliches or overused quotes or phrases. The college admissions committee has probably seen numerous essays that state, â€Å"Be the change you want to see in the world.† You can write something more original than that! Each of the UNC essays asks you something specific about your experience or background. Your essay should be 100% you - you don’t want the admissions committee to think, â€Å"Anyone could have written this essay.† #3: Check Your Work Your UNC essays should be the strongest example of your work possible. Before you turn in your UNC Chapel Hill application, edit and proofread your essays. Run your essays through a spelling and grammar check before you submit and ask someone else to read your essays. You can seek a second opinion on your work from a parent, teacher, or friend. Ask them whether your work represents you as a student and person. Have them check and make sure you haven’t missed any small writing errors. Having a second opinion will help your work be the best it possibly can be. Final Thoughts Your UNC supplemental essays are your chance to show the admissions committee what makes you special and different from the other tens of thousands of students applying for admission at UNC. In your essays, make sure you are authentic, well-spoken, and polished so you give the admissions committee the best possible understanding of who you are as a person. What’s Next? Need more help with your scholarship search?Read our expert guide on how to find college scholarships. Need help writing your Common App essay?Our tips will show you how to write a Common App essay guaranteed to make you stand out from other applicants! How does UNC's selectivity compare with those of other top colleges? Get the answer in our guide to the most selective schools in the nation! Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Are organizations likely to find better solutions to information Case Study

Are organizations likely to find better solutions to information overload through changes to their technical systems or their social systems -- or both Why - Case Study Example Most of the media present it as a problem of the lucky members of the society who had have a chance to secure jobs or have access technology and communication systems. However, work has to continue and it is up to such people to separate useful information from redundant, outdated and uninteresting information (Liu, & Errey, 2006). Most of these organizations are concerned about the effects that information overload has on their employees. Changing both technical and social system within an organization is likely to yield the most sought after solution to information overload currently being experienced by different organizations. This essay will therefore analyze reasons why organizations require changing their social and technical systems to achieve a solution to information overload that currently affects them. A solution is considered sufficient if it is complete and exact. Such solution will address all dimensions of the problem under consideration and provide sufficient measures to tackle the current and any consequential problem. The current information overload that organizations are complaining of is a result of human behaviors and the nature of current information systems. This indicates that both the social systems and information systems within an organization must be considered in order to develop an appropriate solution to the problem. The aspect of social systems within an organization that is significant to the topic of information overload is the patterns of flow of information within the organization. Human beings are the main source of problems that affects them. The need to establish orderly flow of information has left organizations vulnerable to bureaucracy. This is the main factor that has contributed to information overload in most organizations. In some severe cases, two people working in the same office find themselves requiring