Saturday, December 28, 2019

Beowulf, The Great Warrior - 1074 Words

In the first speech, (pages 42-43; lines 260-285) Beowulf has just arrived on the beach of the Danes, King Hrothgar’s territory. An unnamed coastguard is obviously intimidated by the proportion, design, and occupants of Beowulf’s craft, yet he stops the warrior to ask his business and inquire after his heritage. Thus, the hero of Beowulf, the great warrior himself, introduces himself to the coastguard and in doing so, to the readers (or oral audiences of the time). Beowulf mentions his famous relatives, including that they are, â€Å"King Hygelac’s hearth-companions† and his, â€Å"noble father was known as Edgetheow, a front-fighter famous among nations†¦Ã¢â‚¬  (Longman 42; lines 261-263). Beowulf is careful in everything he mentions, whether regarding his lineage or Hrothgar, to point to the great deeds and heroism of them, rather than himself. The warrior certainly knows how to speak with reverence and eloquence to the watchman to gain himself an d his soldiers passage into Hrothgar’s hall, saying, â€Å"[i]t is with loyal and true intention that we come to seek you lord the son of Healfdene, guardian of the people† (Longman 42; lines 267-268). Beowulf continues on the acknowledge King Hrothgar’s power and flatter the coastguard’s master mentioning they have a, â€Å"great errand to the glorious hero, the Shepherd of the Danes†¦Ã¢â‚¬  (Longman 42-43; lines 270-271). Beowulf upholds an incredibly distinguished bearing, maintaining composure and properly addressing the watchman along with providing theShow MoreRelatedAchilles vs Beowulf compare and contrast Essay1150 Words   |  5 PagesAchilles vs Beowulf The way of the warriors Achilles and Beowulf were two characters that had an amazing power that made his name lives for hundreds of years. Great warriors need some to have some specific characteristics to reach their fame because we have seem in some heroes that they have gods strong, a unique way to be and goals to achieve. Comparing the character of Achilles and Beowulf who were two of the best warrior of the history we could know if there are an outline to be a great warriorRead MoreBeowulf Character Analysis942 Words   |  4 PagesThe Great Motivator (An analysis of Beowulf’s Motivations) Are everyones motivations to become a hero pure? This question can be hard to answer depending on the hero. Spidermans motivations for saving an innocent child were pure, but what about people suffering from hero syndrome? A syndrome, that has become a recent phenomenon. This syndrome makes people seek heroism or recognition by creating desperate situations that they resolve in order to become a hero. As common as this syndrome is todayRead MoreBeowulf : An Epic Hero930 Words   |  4 Pages The story of Beowulf shows its reader many characteristics of why this Anglo-Saxon poem is an epic. First of all, Beowulf is a warrior of epic renown by the time he formally introduces himself in the poem. Next, Beowulf is the warrior that many strive to be in life. In addition, Beowulf finds himself tackling many quests that involve dangerous beasts, or as he might call them, demons. The next quality shown by Beowulf is his bravery and honor. The reader is able to easily identify this characteristicRead MoreBeowulf And Viking Qualities During The Medieval Times1224 Words   |  5 Pages Beowulf and Viking qualities During the medieval times Vikings were known as warriors or heroes. These heroes were known mostly for their superhuman strength. Most stories tell the journey of these warriors and how they are honored after defeating an evil creature. A prime example of this would be the poem of â€Å"Beowulf†. Beowulf is known for his superhuman strength as the Vikings or warriors once were. However, Vikings were not only known for their physical qualities, they were also known for theirRead MoreThe Epic Of Beowulf And The Song Of Roland1590 Words   |  7 PagesThe epics of Beowulf and The Song of Roland were written down within a few hundred years of one another, however, their subject matter and scope differ vastly. Beowulf, set in Scandinavia, contains the exploits of the hero Beowulf and his life as he grows from a thane of Geatland to a king of his people. The events of Beowulf span many years and entail his fighting of several different creatures. Throughout the epic, Beowulf and ma ny of the characters around him exhibit a heroic code that detailsRead MoreBeowulf Is The Longest Epic Poem1316 Words   |  6 PagesBeowulf is the longest epic poem written in Old English. The story centers around the exploits of Beowulf, a heroic warrior known for his strength and bravery. The theme of heroism is prevalent throughout the poem through the use of conflict between good and evil forces. Beowulf is often engaged in selfless conquests in the pursuit of saving others, resulting in his emergence as the hero of the story. The text, while focusing on the main theme of heroism, is divided into two main parts, Beowulf asRead MoreComparing Beowulf, The Wanderer, And The 13th Warrior1731 Words   |  7 Pagesthe beliefs of the society in which the tale/story is depicted. A few great examples of the Anglo Saxon epic hero are the literary characters in Beowulf, The Wanderer, and The 13th Warrior. These are all outstanding examples of Anglo-Saxon epic heroes because they all cam e to show the evident characteristics bravery, loyalty, friendship. In the Anglo-Saxon culture and literature, the meaning of to be a hero was to be a warrior and or a strong being. A hero also had to possess the vast characteristicsRead MoreThe Power of Faith in the Poem, Beuwulf1425 Words   |  6 Pagesevents occur that cannot be explained by proof then one can attribute it to devotion and divine intervention. Did Beowulf achieve his victories because of his warrior skills, or because of that divide intervention? In the poem, Beowulf, this idea is brought up throughout when Beowulf is successful in his battles. According to the epic poem, it is God’s intervention that helped Beowulf. In other words, Christianity is interrelated with other ideological systems in the text such as chivalry and paganismRead MoreThe Life of an Anglo-Saxon Warrior as Depicted in Beowulf Essay1692 Words   |  7 PagesExistence as an Angelo-Saxon warrior was rewarding, however at the same instant it was difficult. Warlords had a number of warriors obliged to s erve them. Being a warrior had a worthwhile life, they spent their time shining armor, readying their sword and intimidating the other warriors. Being an Anglo- Saxon warrior was gratifying life because warriors got fame, glory, recognition, and treasure. The younger boys looked up to either their father that was a warrior or another warrior. They idolized theseRead MoreThe Battle Between Grendel And Beowulf1133 Words   |  5 Pagesthe first quality of a warrior.† In a culture where being a warrior is a very integral part of everyday lives, having courage is a key component of social survival. To have courage means to be able to defend a kingdom by every means possible. It means protecting and ascertaining the wellbeing of the people within one’s own kingdom. And above all, courage means remaining loyal to one’s king, regardless of the circumstance. This is the warrior culture that Beowulf in Beowulf was a part of successfully

Thursday, December 19, 2019

Film is a Collaboration Masterpiece - 1405 Words

The realization of a motion picture is an arduous collaborative process, Which requires that a great among of people come together to in a synchronic manner to Create the final product. In modern times media has made film to be seen as a glamorous profession, and often the layman sees filmmakers and actors as people who make a lot of Money, in a very easy manner. This could not be farther from the true; In fact the realization of a single scene that will last from seconds to a few minutes on the screen, can take between 12 hours to several days of the hard work of a large team of individuals. Each of these individuals from the head producer down to the last of the extras are all equally important for the success of every scene ,†¦show more content†¦If we think of filmmaking and how much has grown since the creation of Raging Bull , and Apocalypses now , one can see how while technology have simplified some aspects of filmmaking , the complexity of technology itself and the importance of a perfectly coordinated work flow, has made collaboration now more than ever perhaps the most important element of filmmaking. In a film like â€Å"Avatar† brand new technology was developed , and the film itself was created with 3 different screen methods in mind , regular 2D , real D 3D , and Imax 3D, each of these having their own very specific requirements . This production incorporated a very large team whose collaboration was the key to the success of the film. Not only in this case was the director require making his vision flexible trough the lens of the director of photography, but as well trough the Animator, the color corrector, and every one involved in the complex task from pre-to post production of the film (Cameron). If we think of Woody Allen’s films, they follow a very specific structure, hey are very distinct of Allen’s vision, but within its original signature Allen’s let the actors to explore their own artist neutrality on performing their roles, and take it one step forward, this perhaps the most genius move an auteur director such as him can do toShow MoreRelatedCollaboration Alongside Academic Mind Mapping989 Words   |  4 PagesCollaboration alongside academic mind mapping are important skills in university studies and within the workplace. Exploring and combining these skills is an integral part of creative success within the film industry as it relies on both the imagination of new ideas and the scale of staff to achieve them. From the exploration of thoughts and ideas in a mind map to the collective of professionals that envisage them, these skills are first formed in an educational environment. From a young age we gainRead MoreMovie Review: Shutter Island Essa y1274 Words   |  6 PagesThroughout the storyline, there were instances presented that are believable. The characters, not to mention, are believable as well in an authentic sense. Although some critics would say Shutter Island is a bad film, and not considered artistic, I think it is a brilliant film. Unlike other films, Shutter Island’s entire structure is well written and has no holes in the plot. Throughout Shutter Island, there are many psychological events presented to Teddy Daniels. As a detective, Teddy is obliviousRead MoreAbraham Bram Stoker: A Brief Biography705 Words   |  3 Pagesletters for him and accompany him on his worldwide tours. He marries actress Florence Balcombe, a celebrated beauty and a daughter of Lieutenant-Colonel James Balcombe, and in 1878, he moves with her to Chelsea, London, to join Irving. Their collaboration proved crucial to Stoker. In Irving’s presence, he became involved in London’s high society, where he met some of the most famous actors of the time as Sir Arthur Conan Doyle, Oscar Wilde, William Butler Yeats, and traveled with them on tours inRead MoreThe Role Of Leland Was Played Orson Welles Life Long Friend1306 Words   |  6 PagesCotten, well-known as a stage, radio, television, and film actor. Beginning acting in the 1920s, Cotten later teamed up with Orson Welles at the Mercury Theater in the 1930s, where the collaboration would bring him stardom. Cotten’s acting style was intense, soft-spoken, and chivalrous with a trace of a Southern drawl mixed in. His height, combined with his wavy-haired looks, unconventional features made him perfect to play offbeat characters in films. Cotten became Welles’ life-long friend since workingRead MoreEditing on Requiem for a Dream1176 Words   |  5 Pagesfirst part, mainly talking about the role of film editors in the modern film industry, while during the second, presenting a complex of creative editing techniques the editor used in the film requiem for a dream, to further demonstrate the former topic. For quite long, film editors are deemed as people who do nothing more than cutting the film apart, taping them back together and threading them onto a Moviola. The common-sense views of the job of a film editor, therefore, seem to be naively oversimplifiedRead MoreFrank Capra1544 Words   |  7 PagesFrank Capra Have you ever heard about the great filmmaker Francesco Rosario Capra? Perhaps you’ve heard of his 1946 film â€Å"It’s a Wonderful Life† (Laurie Boeder)? Or his 1941 film â€Å"Meet John Doe† (Laurie Boeder)? These two are just a few films of his great work. Capra was a unique filmmaker. He struggled to keep his dream alive and managed to become one of the most successful filmmakers ever. Frank Capra was born on â€Å"May 18, 1897 in Bisacquino, Sicily. On May 10, 1903, his family left for AmericaRead MoreCitizen Kane Is A Quarry For Filmmakers1572 Words   |  7 Pages As esteemed film director William Friedkin once said; Citizen Kane is a quarry for filmmakers. It is undeniable that Citizen Kane is the epitome of the great American film. It was initially released in 1941 and was met with great criticism . However, since its release many years ago it is evident that the film made advancements in cinema techniques which were well ahead of its time . The foremost reason Citizen Kane is considered one of the great American films ever created is due to the innovativeRead MorePixar s Strategic Management : Pixar1622 Words   |  7 Pagesone of the most successful computer animation studios based in California, known for producing animated films such as Toy Story, A Bugs Life, Finding Nemo, and Monsters Inc, to mention some of their highest grossing movies. I will intent to analyze Pixar’s strategic management, their resources administration, their technological side and their competitive advantage based on producing entire films utilizing computer animation, their vision of having a devoted team of storytellers and its strategic partnershipRead MoreCreating And Maintaining Distinctive Competence1667 Words   |  7 PagesCreating and maintaining distinctive competence: Pixar When compared to other companies both in its industry, film and animation, as well as in other industries, it is evidently visible that Pixar film and Animation Company has a distinctive competence. This is derived from Pixar’s corporate philosophy, which enables it to foster and maintain collective creativity at the highest levels by pushing it beyond the known limits thus challenging the status quo. As it will become apparent, greatRead MoreEssay on Walt Disney the American Hero1365 Words   |  6 Pagestheater happy and smiling. From the catchy theme songs to the thrilling theme parks Disney has built the fantasy empire. Although he built the fantasy world Disney was not a man who walked around with his head in the clouds. He used his animation and film making skills to not only make fantastic movies but to also bring joy into times of war, fun into times of education, and excitement into times of vacation making him, Walt Disney, the epitome of an American her o. nbsp;nbsp;nbsp;nbsp;nbsp;At

Wednesday, December 11, 2019

Eifsc free essay sample

if I. Synopsis Eastern International Food Service Corporation (EI) was a food service corporation in the eastern area of the United States. Its services were offered in many amusement parks. Ocean Point Amusement Park was one of its biggest branches, in sales as well as in number of employees- 300. Eastern International had a contract with Ocean Point to operate all its food service concessions on the park’s premises. Fifteen EI concession stands were distributed throughout the 500-acre park. Food sales included hotdogs, hamburgers, French fries, popcorn, ice cream, beverages and so on.Each concession stand had a manager and an assistant manager, as well as between and 5 and 20 workers, depending on the size of the stands. Jobs ranged from cleaning grills and fryers to waiting on the customers over the counter. In addition to the concession stands, the company also operated six different restaurants on the premises, including fast-food services, cafeterias, and a sit-down dining room. We will write a custom essay sample on Eifsc or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Each had its own manager and two or three assistant managers, as well as a full complement of line servers, dishwashers, kitchen helpers, cooks, waiters, and waitresses.II. Time Context The problem began on summer season. III. Case View Point Stanley Strayhorn, general manager of Eastern International Food Service Corporation’s Ocean Point Division, has a problem. For the past week, labor turnover has been increasing, employee morale has been dropping, and food cost percentage is climbing, while profit margins on sales are declining. mr. Strayhorn is deeply concerned, for there are still two weeks left in the summer season. Not only is it too late to train new workers, but it is difficult even to find replacements.A shortage of labor will drastically affect potential sales for the next two weeks, a period noted for heavy sales. IV. Statement of the Problem Ocean Point Amusement Park, one of Eastern International biggest Branch, established specialty-food concession stands of its own. Rumors flew, fuelled by the concession operations of the park. Some said that the stands were set up to allow the park to develop the skills needed to administer concessions. Once the skills were developed, the contract with EI would be allowed to lapse, and park employees would run the former EI stands next season.An elaborate seniority and promotion system used by the park would effectively preclude EI employees from transferring to park employment. For the past week, labor turnover has been increasing, employee morale has been dropping, and food cost percentage is climbing, while profit margins on sales are declining V. Statement of the Objectives †¢ To get employees for EI to gain potential sales for the next two weeks, a period noted for heavy sales †¢ To know what are the benefits that is needed to be given to the employees that will lose their jobs if the contract will not be renewedJob satisfaction is a positive approach about one’s job resulting from an evaluation of its characteristics. Job satisfaction represents an attitude rather than behavior. They believe that satisfied employees are more productive than dissatisfied has been a basic tenet. A person with a high level of job satisfaction holds positive feelings about the job. When people speak of the employee attitudes more often than not they mean job satisfaction. I recommend ACA#2 for Eastern International Food Service Corporations because EI is in need of employees.They must first take in consideration they’re employees than to their company earnings. EI may regain the loss that it had after reaching the potential sales for the next two weeks. EI must also do some innovation in their products for their company to survive with the Business Competition. Research and Development will help them to have new ideas Unida Christian Colleges Unida street Anabu ! -F Imus, Cavite â€Å"Case Study of Eastern International Food Service Corporation† Presented to: Mr. Lance Hogar Prepared by: Rozel Sarte BSBA II March 15, 2012

Wednesday, December 4, 2019

Sea Side free essay sample

The vast majority of people love travelling. So, students often devote their  custom essays writing  to this activity. There are numerous  custom written essays  from a  custom paper writing service  on tourism in different countries. You can choose one of the most fascinating countries for your paper and write your essay on  tourism in India. 1. Of course, your essay on tourism in India can deal with a particular touristic site. You can research attractions of some states. Therefore, your essay on tourism in India can dwell upon Tamil Nadu, Rajasthan, Delhi, Goa, Maharashtra, etc. Why do these states receive millions of tourists annually? What are people looking for in those places? 2. In your essay on tourism in India you can write about tourists. More than 15 million foreign tourists come visit touristic sites of India. These are people coming from such countries as the UK and USA. Did you know that more than 700 million domestic tourists visited touristic sites of India in 2010? Therefore, you can devote your essay on tourism in India to domestic tourism. We will write a custom essay sample on Sea Side or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What are the peculiarities of domestic tourism in India? Apart from this, you can study nature tourism in your essay on tourism in India. What about adventure tourism? 3. It is possible to consider financial perspectives of the country in your essay on tourism in India. It is estimated that the interest towards Indian touristic site will dramatically increase in 2009-2018. Is the country’s economy ready for such an increase? What about infrastructure? Besides, your essay on tourism in India can also be concerned with various policies introduced by Ministry of Tourism. You can provide an analysis of those policies in your essay on tourism in India. Basically, you will come across many outstanding options for your essay on tourism in India. Of course, even though the topics can be really breathtaking you should not lose your mind and forget about the basic rules of writing academic papers.

Wednesday, November 27, 2019

The Enlightenment Essays - Philosophes, Fellows Of The Royal Society

The Enlightenment Main Themes: The Enlightenment 1. The Enlightenment had its origins in the scientific and intellectual revolutions of the 17c. 2. Enlightenment thinkers felt that change and reason were both possible and desireable for the sake of human liberty. 3. Enlightenment philosophes provided a major source of ideas that could be used to undermine existing social and political structures. I. The Major Themes of the Era: A. rationalism --* logical reasoning based on facts. B. cosmology --* new world view based on Newtonian physics --* analysis of natural phenomena as systems. C. secularism --* application of scientific theories to religion and society. D. scientific method --* experimentation; observation; hypothesis. E. utilitarianism (Bentham) --* laws created for the common good and not for special interests. The greatest good for the greatest number. F. optimism & self-confidence --* anything is possible (a reversal of medieval thinking). G. tolerance --* a greater acceptance of different societies and cultures. H. freedom --* a mind as well as a society free to think, free from prejudice. I. mass education. J. legal / penal reforms --* Beccaria, Bentham. K. constitutionalism. L. cosmopolitanism. II. The Philosophes: A. Not really philosophers, but men who sought to apply reason and common sense to nearly all the major institutions and mores of the day. B. They attacked Christianity for its rejection of science, otherworldliness, and belief in man's depravity (Deism). C. Their major sources: LOCKE --* man's nature is changeable and can be improved by his environment. NEWTON --* empirical experience and the rationality of the natural world. BRITAIN --* exemplified a society in which enlightened reason served the common good. D. France became the center for Enlightenment since its decadent absolutism and political and religious censorship seemed to prove the need for reform. E. Paris salons. F. Diderot's Encyclopedie. G. physiocrats: FRANCOIS QUESNAY --* land is the only source of wealth, and agriculture increases that wealth; therefore, the mercantilists were wrong to put so much importance on the accumulation of money. ADAM SMITH --* Wealth of Nations --* he challenged mercantilist doctrine as selfish and unnatural; the interdependence among nations; Father of Modern Capitalism. H. Montesquieu --* The Spirit of the Laws -- admired the British government. -- separation of powers in the government. -- checks and balances. I. Rousseau --* The Social Contract -- Father of Romanticism. -- he differed from the other pholosophes, esp. Locke: -- law is the expression of the General Will. -- rejected science and reason; go with your feelings (inner conscience). -- Man is born free, but is everywhere in chains! J. Voltaire -- Candide -- champion of individual rights. -- I do not agree with a word you say, but I will defend to the death your right to say it! -- leading advocate of Enlightened Despotism. III. Enlightened Despotism: A. Prussia: -- Frederick I (1714-1740) -- the Seargent King. -- Frederick II (1740-1786) B. Habsburg Austria: -- Maria Theresa (1740-1780) --* Pragmatic Sanctions. -- Joseph II (1765-1790) --* considered to be the only true enlightened despot. C. Russia: -- Peter the Great (1682-1725) --* Westernization (Windows to the West). -- Catherine the Great (1762-1796) --* rigorous foreign policy; partitions of Poland. IV. Results of Enlightenment Thought: A. contributing factor in the American and French Revolutions. B. Enlightenment thinking reflected in the U. S. Declaration of Independence. C. Enlightened Despots. D. European thought became centered on the belief in reason, science, individual rights, and the progress of civilization. E. New evangelical religious movements --* Pietists, Methodists. ADDITIONAL TERMS TO KNOW: philosophesphysiocratsutilitarianismcosmopolitanismsalonlaissez-faireImmanuel KantJohn WesleyMethodismPietismGeneral WillPhilosopher-King The Enlightenment The Age of Reason 18th century intellectual movement based on reason caused by the scientific revolution Questioned the physical universe Centered in Paris -the modern Athens Believed in natural laws - very secular Criticized: a) Absolutism b) Established Church Very important to American Revolution Enlightened Thought 1) Natural science should be used to understand all aspects of life a) Nothing was to be accepted on faith b) Caused conflict with the church 2) Scientific laws were capable of discovering human and natural laws 3) Humans could create better societies and people Enlightenment Philosophe (Fr. Philosopher) but not only a French movement Critics of absolutism did not face death for their beliefs like in other countries French was the lingua franca -international language of educated Critics of the Old Regime and absolutism Developed new ideas about God, human nature, good and evil, and cause and effect relationships Humans were basically good, but corrupted by society Ideas were established by Marquis de Condercet in Progress of the Human Mind Salon Bernard de Fontenelle popularized science and made it easy to understand Conversations on the Plurality of Worlds Fontenelle brought science and religion into conflict (Catholics and Protestants scientists believed their work exhalted God) John Locke English thinker, rejected Descartes Tabula

Sunday, November 24, 2019

Privatization Essays - Market Structure, Monopoly, Privatization

Privatization Essays - Market Structure, Monopoly, Privatization Privatization Privatization What is Privatization? Privatization is the process of transferring productive operations and assets from the public sector to the private sector. Broadly defined in this fashion, privatization is much more than selling an enterprise to the highest bidder, as it includes contracting out, leasing, private sector financing of infrastructure projects, liquidation, mass privatization, etc. My testimony will argue that there is no single best approach to privatization; the appropriate privatization path depends on the goals that the government is seeking to attain, the individual circumstances facing the enterprise and the economic and political context of the country. It should be noted that privatization is fundamentally a political process as well as a commercial and economic process. Privatization changes the distribution of power within a society, as it diminishes control of the economy by the state and government- appointed managers. Workers often feel threatened by the potential changes inherent in privatization, although employees frequently benefit from the process. As a result, public support is a major consideration in any privatization program and many of the choices made in designing and implementing transactions reflect the need for such support. Two consequences flow from this factor. 1) choices of approaches are sometimes altered due to political considerations, meaning that equity must be promoted in the privatization strategy, and 2) program implementation must be objective and fair to avoid adverse publicity. What are the goals of privatization? Many goals are often pursued through privatization programs. These goals often fall along two principal dimensions: 1) broad social or macro economic goals, and 2) enterprise specific or macro economic goals. Macro economic goals are numerous. Fundamentally, privatization is advocated as a means to reduce the governments role in the economy, partly as a philosophical matter (as in the UK) but principally because governments have performed badly in that role. Many countries can attribute substantial portions of their external debt to liabilities of state-owned enterprises and significant portions of government budgets are devoted to paying subsidies or otherwise assisting loss-making State-owned enterprises. Government's objectives in these situations are often simply to extricate themselves from these financial commitments, and focus scarce

Thursday, November 21, 2019

Economic growth in eygpt Assignment Example | Topics and Well Written Essays - 500 words

Economic growth in eygpt - Assignment Example Egypt’s economic growth still faces numerous risks with high political, economic, and security risks. The country also registers a significant tax and oppression risk and medium legal risks. However, the country seems to be on a positive trend despite the evident risks. The forecast summary presented in the report highlights that the country’s economic outlook is better due to the political stability resulting from the May 2014 elections. The country is also experiencing an unexpected rate cut by the central bank of Egypt, a factor that defines Egypt’s highly dynamic economic environment. Worth noting is the fact that the exchange rate risks in Egypt have also soared immensely (Country Reports: Egypt, 2015). The IHS report predicts that Egypt’s economic growth is likely to register acceleration in the medium term outlook. However, the long-term economic growth may be adversely affected by the risks mentioned above. The Country’s Gross Domestic Product (GDP) has also surged in the first quarter and is likely to improve because of the political stability witnessed after 2014 elections. The country also receives financial aids from the Gulf countries. According to the report, the consumer demand is likely to face challenges because there is still an ongoing crisis. In case of capital investment, the country will register reduced inflows of foreign direct investment because of the political and security risks. However, more direct investment from foreign countries may be registered in the future when the country’s economic landscape stabilizes. Although the government is making efforts to promote foreign investments, political uncertainties are serving as a backlash (p. 10). Egypt’s labor market reveals that the conditions will be poor in the short-term until there is economic stability. Egypt’s inflation rates are likely to reduce because commodity prices have decreased remarkably. As mentioned above,

Wednesday, November 20, 2019

Management Essay Example | Topics and Well Written Essays - 1500 words - 8

Management - Essay Example Examples of liabilities include debts repayable, deferred revenue and current-year loan and note payments (Sveiby, 2007). Liabilities = Assets – Capital Shareholders’ funds Shareholders’ funds are a gauge of the shareholders' entire interest in the business represented by the sum of share capital and reserves (Hellriegel & Slocum, 2002). Shareholders' funds are the balance sheet value of the shareholders' interest in a company. Capital = Assets – Liabilities In order for a business to be economically health, the company’s total assets should be more than its total liabilities. Current assets such as cash, receivables, and securities should be able to cover liabilities. If a company‘s assets significantly exceed its current liabilities, the company may not be putting its wealth to the most excellent use. Definition of intellectual property and forms of legal protection available to intellectual property. Intellectual property laws are laws set by countries with inventive home based industries to promote innovation by regulating the replication of inventions, identifying symbols, and creative expressions (Draft, 2002). These laws include patent rights; trademarks; copyrights and trade secrets. Patent rights protect inventions or patent (Management notes). Patent rights guarantee the originator, a unique right to avoid others from creating, using, and selling the inventor’s patented contraption for a predetermined span of time especially 20 years in return for the confession of the invention’s information to the civic under the stipulations of the social contract. Another form of intellectual property is copyrights; the right of owning written work like a book, document, a patch of code or software application (Hellriegel & Slocum, 2002). This property is protected by a set of rights granted by the law of jurisdiction to the author of the original work and according to the World Intellectual Property organizat ion rights protected by copyright include; the owner’s right to permit or prohibit, duplicate, allotment, public presentation, transformation, broadcasting, and version (Draft, 2002). More over, trademark is a word, symbol, device, or name used to designate the foundation of the goods and to differentiate them from other goods in the market (Management notes). Trademarks are exclusive to exact brand, product, or individual and consequently need to be secluded in the concern of preserving a product’s identity (Patents and data protection). In other words, trademarks refer to a distinctive indicator used by either individuals or organizations to identify itself to customers or consumers (Patents and data protection). Essentially, it enables the indication, that, the products or services originate from exceptional entity and designated for a particular market. In case of any infringement on the trademark, the owner may initiate legal proceedings to prevent unauthorized us e of the trademark. Advantages of a Gantt chart It helps in the planning of a project. One can see at a glance the project tasks and time schedules (Clark, 2002). A Gantt chart is suitable for small projects that fit on a single sheet. Gantt chart exhibits dependencies amid tasks using focussed

Sunday, November 17, 2019

Business Entities, Laws, and Regulations Research Paper

Business Entities, Laws, and Regulations - Research Paper Example In this scenario, Mei-Lin is the hiring manager of a new construction company called Surebuild Inc. This corporation has advertised a position of jackhammer operator, and Mei-Lin is facing a challenge of determining the best applicant fit for the job. She wants to treat each applicant equally, and determine the most qualified under the Equal Employment Opportunity Act (Steingold, 2011). In the United States, Equal Employment Opportunity Commission (EEOC) is charged with the duty of enforcing federal laws, which make it illegal to discriminate against an employee or job applicant due to an individual’s religion, race, age, sex, color, race, genetic information and disability (Steingold, 2011). ...Michelle is a 35-year-old high school graduate. She has experience in operating jackhammer, although she is currently pregnant. Mei-Lin cannot choose to discriminate against Michelle just because she is pregnant. She is, therefore, a legitimate applicant for the job. Nick is a 23-year- old college graduate, but with no experience in operating jackhammer. He has epilepsy, and this cannot prevent him from getting this job. This is because the federal law states that no applicant or employee should be discriminated against because of disability (Meiners & Ringleb, 2011). Felipe, who is the final applicant, is 38 years old without a high school diploma, and she does not speak English. She can be dismissed on the grounds that she does not have a high school diploma. The hiring manager can, therefore, choose either Nick or Michelle as the best applicants for the jackhammer operator position. Restaurant/Bar Business Starting up a sports bar and restaurant will be a difficult task for both Jose and Lou. This is because they do not have enough capital, and they will consider bringing in Miriam to provide the finances. This business will, therefore, be formed under the Partnership Agreement Act. In this scenario, Jose, Lou, and Miriam will be partners in the sports bar and restaurant, however, daily running of the business will be done by Jose and Lou only. In this partnership agreement, Miriam will only contribute capital in return for a profit. All the partners will have liability and share loses because each of them has something to lose. Most of loses will be directed to Jose and Lou because both of them are responsible for the daily running of the business. Opening sports bar and restaurant business require food and liquor licenses.

Friday, November 15, 2019

Reading Intervention Programme

Reading Intervention Programme Effects of an Out-of-school Intervention Program on Reading Ability and Attitude in Low-achieving First-grade Students Abstract This study, conducted at *****, proposes instituting a before- or after-school program to address the needs of struggling first-grader readers. Biweekly intervention sessions, lasting 30 minutes each, will take place from early September through May. Using individualized instruction targeting deficiencies in individual student skills and a balanced literacy approach, data will be collected to determine the effectiveness of the program and student attitudes about reading. Parent attitudes and participation in their children’s learning will also be explored. Data will then be compared to the average gains made by typical first-grade students. I anticipate these sessions will have a positive effect on student learning and attitudes, and that participants will make slightly greater gains than typical first graders. Introduction Background/School Information In the fall of 2008, I will begin my third year as a first-grade teacher at ******. According to the 2007 School Report Card (2007), the **** student population includes 335 students in kindergarten through fifth grade. It is a diverse school (51.9% White, 2.1% African American, 34.0% Hispanic, and 11.9% Asian/Pacific Islander). 17.6% of students are from low-income families and 21.2% have limited English skills. The average size of my class over the past two years has been 25 students, with over half (14 last year) speaking a second language (including Italian, Polish, Serbian, Spanish, Tagal, and Urdu) at home. Some parents refuse bilingual or ELL services in favor of a regular classroom placement. Students begin the year at many different literacy levels. The majority of students make excellent progress with the current literacy program (Harcourt Trophies). While most of the students who attend kindergarten in our district have mastered their letter names and successfully integrat e their phonemic awareness skills with phonics instruction, there are a few students each year that struggle with these skills and have not mastered our basic kindergarten sight words. Often students who come from other school districts are even further behind. Some parents of these students have admitted to spending little or no time reading with them at home, either because the child is reluctant to work with the parent, lack of time, or because their own literacy skills may be lacking. My Philosophy/Past Efforts I believe it is my responsibility to ensure that every student learns the necessary skills to become a successful reader and to develop a love of reading. I also assume that every student will learn if expectations are high. I believe in using a balanced approach to literacy instruction (Tompkins, 2003), using phonemic awareness, phonics, and literacy instruction which incorporates both reading (shared and independent) and writing. In searching for a way to reach struggling students and help them improve their emerging reading skills, I began a biweekly guided reading group during lunch during the 2006-07 school year for four struggling students. The students were tested using AIMSweb ® and made considerable improvement between January when the program was implemented and the end of the year. One student’s reading fluency increased from ten to 33 wpm, an increase of 330% in four months. Although the lunch hour was a convenient time to work with the students, it was difficult to ensure they were focusing on the lesson and finishing their meals at the same time. I have considered the advantages and disadvantages of working with them either before or after school. While an after-school program will afford more structured time to better meet their needs, a before-school program might ensure better attendance (***, personal communication, July 7, 2008). **** has offered both a before-school remediation program with fourth graders and an after-school book club with second graders, noted that students seemed more focused in morning sessions (*****, personal communication, July 14, 2008). Before implementation, I will survey parents to determine which format best suits their schedule. Role of the Researcher As an active participant and researcher in this study, I will be working directly with four to six of my lowest-achieving first-grade students. Individual student needs will be targeted through word activities, shared reading, independent reading, guided reading, and writing activities. Area of Focus The purpose of this study is to describe the effects of a biweekly out-of-school intervention and guided reading program on reading ability and student attitude about reading in low-achieving first-grade students. Research Questions My focus question is: How will implementing an out-of-school intervention and guided reading program affect reading ability and student attitude about reading in low-achieving first-grade students? I plan on implementing this program at the beginning of the 2008-09 school year and continuing it through the end of May. I hope to answer the following questions through this action research project: How will biweekly out-of-school intervention and guided reading sessions affect reading fluency? How will these sessions affect student reading comprehension? What effect will this program have on student attitudes about reading and school in general? What effect will these sessions have on student writing ability? What effect will this program have on parent attitudes about their child’s reading ability and education in general? Will parent involvement in working with their children be affected by their participation in the program? Key Terms AIMSweb ® – â€Å"a scientifically based, formative assessment system that informs the teaching and learning process by providing continuous student performance data and reporting improvement to parents, teachers, and administrators to enable evidence-based evaluation and data-driven instruction† (AIMSweb ® Organization Website, n.d.). Analytical Reading Inventory (ARI) – â€Å"The ARI is an individually-administered assessment conducted during a one-on-one reading conference. It is administered periodically to students in grades 4-8. Results are used to determine a student’s instructional reading level, guide teachers in planning classroom instruction, identify appropriate supports and interventions, and document progress over time.† (â€Å"Student Testing,† n.d.) Differentiate – â€Å"To use differentiated instruction – an approach to teaching essential content in ways that address the varied learning needs of students with the goal of maximizing the possibilities of each learner† (ASCD Website, n.d.). Fluency – â€Å"Reading smoothly, quickly, and with expression† (Tompkins, 2003, p. 397). Grapheme – â€Å"A written representation of a sound using one or more letters† (Tompkins, 2003, p. 398). Phoneme – â€Å"A sound; it is represented in print with slashes (e.g., /s/ and /th/)† (Tompkins, 2003, p. 399). Phonemic awareness – â€Å"The ability to manipulate the sounds in words orally† (Tompkins, 2003, p. 399). Phonics – â€Å"Instruction about phoneme-grapheme correspondences and spelling rules† (Tompkins, 2003, p. 399). Running Records – While observing individual children as they read aloud, â€Å"teachers calculate the percentage of words the child reads correctly and then analyzes the miscues or errors† (Tompkins, 2003, p. 386). Effects of an Out-of-school Intervention Program on Reading Ability and Attitude in Low-achieving First-grade Students Literature Review Introduction Students today enter school at very different developmental and readiness levels. First grade is a year of exciting growth, presenting new challenges for developing children – from the all-day format to learning how to read. While many students adapt to the all-day schedule and flourish in the first-grade classroom, some are not able to keep up, slowly falling further and further behind their classmates. Teachers often struggle to differentiate instruction to meet the diverse needs of their students. They also look for ways to ensure that every student is functioning at or above grade level, particularly since the No Child Left Behind Act (NCLB) was enacted in January, 2001 (Huncosky, 2004). Because time is limited during the school day and class sizes are often large, many teachers turn to after-school hours to remediate instruction for their struggling students (Brown, 2008; Davis-Allen, 2008; Huncosky; Little Hines, 2006; Saddler Staulters, 2008). Their studies show varied results in gains among the lowest-achieving students. What is a struggling student? Davis-Allen (2008) uses the term â€Å"at-risk,† describing these students as â€Å"strangers to the behaviors and values of the middle-class (as cited in Davis-Allen, 2008). Students were asked to participate in her study because of prior substandard academic achievement (Davis-Allen). To meet Huncosky’s (2004) criteria, students were functioning below grade level in reading or failing to turn in homework. Reading Recovery uses an assortment of tests given at the onset of first grade to target the lowest-achieving students for their 12-20 week program (MacKenzie, 2001). In simpler terms, struggling students are those who, academically, are not performing at grade level. As I begin my third year teaching first grade at Wesley School in Addison, Illinois, and as I reflect on ways to improve learning for all my students, I have found that the majority of my students have been well-prepared for first grade, with a strong background in phonemic awareness and a firm grasp of phonics. They already understand the grapheme-phoneme connection and are ready to begin putting letters and sounds together to make words. Even those who may be a little behind their classmates developmentally catch up quickly and are usually reading at grade level by the middle of the year. Unfortunately, each year I have had three or four students that slowly lose ground, either because they lack a solid background in literacy, have difficulty attending to the daily lessons, or have potential learning disabilities which have not yet been diagnosed. As the work gets progressively more difficult, these students struggle with the district’s literacy curriculum. The second grade teachers report that these low-achieving students sometimes continue to struggle throughout second grade (C. Walters, personal communication, July 14, 2008). This led me to wonder if we were to target the lowest students right from the beginning of the year, would this lead to better outcomes for them in first grade and beyond? According to C. Wartman (personal communication, July 7, 2008), principal at Wesley School, we often take a wait-and-see approach in first grade. As stated earlier, many low students are successful with the curriculum as we differentiate to their needs in the typical classroom; thus, the wait-and-see approach works for them. But for those few who quickly fall behind, the wait-and-see approach is not acceptable. My goal through my action research project is to find a way to reach these students before they fall too far behind their peers. These past two years I have had the assistance of a reading aide for 2-1/2 hours per week. At the beginning of the 2006-07 year, she led extra guided reading sessions with all of my students through a push-in model. It quickly became clear that four students needed extra remediation; therefore, she began pulling them out three times a week. This offered several disadvantages, the most significant being they missed valuable classroom instruction and may have felt disconnected from their classmates. How, then, might I find a way to fill in the gaps in their education without taking them out of the classroom for remediation? My first thought was to institute an out-of-school program. Relevant Literature Very little research is available on out-of-school programs for first graders. Perhaps this is because it is already a great adjustment for them to be in school all day, and it may be difficult for them to add an extra half hour or more to their already demanding schedule (C. Wartman, personal communication, July 7, 2008). Parents may not be available, particularly those who work, to drop their children off early or pick them up after the school bus has already departed (C. Wartman). A study by Huncosky (2004) addressed at-risk students in first through third grades through a ten-week, biweekly, after-school reading and math program (Huncosky). Students were selected for this program either because they were below grade level in reading achievement or because they failed to complete homework (Huncosky). One teacher who worked with students in this program commented, â€Å"It is not a program to narrow the huge gap. It’s a program to help kids who are ready to be helped† (Huncosky, p. 14). Other teachers believed that the students accepted in the program should be able to work well on their own and in small groups (Huncosky). Most low-achieving first graders, because they are not yet able to work independently, do not meet these criteria. Huncosky (2004) did not include a pre- or post-assessment, instead relying on teacher questionnaires to evaluate the effects of the program. The literacy activities used varied from teacher to teacher, and she does not state whether or not efforts were made to address the needs of individual students (Huncosky). The focus of the study was on student attitudes about reading, rather than on assessing their performance (Huncosky). Qualitative data (teacher questionnaire addressing reading gains) of the survey showed mixed responses as to improvement in reading ability in these students. With a teacher-to-student ratio of 8:1 and inconsistent teaching approaches, this format would not work well with struggling first-g rade students. This study indicates a need for structure and consistency in instruction, lessons which address specific skills in which individual students are deficient, and small teacher-to-student ratios in order to meet the needs of low-achieving first-grade students. Reading Partners I reviewed literature on two programs that include one-on-one instruction with elementary students. The first program, Reading Partners, used trained tutors (master’s degree students) who implemented consistent interventions with at-risk fourth grade readers in an inner-city elementary school. The tutors were trained to: â€Å"(a) review past material; (b) introduce or extend a strategy; (c) read a new selection; (d) engage in related writing; and (e) provide a related, supplemental activity to extend or enrich the learning† (Saddler et al., 2008, p. 204). Sessions were held twice a week and were 60 minutes long. An Analytical Reading Inventory (ARI) (cited by Saddler et al., 2008, p. 205) and interest inventories were used to assess student reading and comprehension ability and to form bonds between the tutors and tutees (Saddler et al.). The average participant gained at least one grade level in reading, along with other intangible benefits, such as a more positive attitude and interest in reading (Saddler et al.). Reading Recovery Another very successful program that addresses struggling first graders is Reading Recovery. According to their website, â€Å"Reading Recovery is a highly effective short-term intervention of one-to-one tutoring for low-achieving first graders† (â€Å"Reading Recovery,† n.d.). The program targets the four lowest first-grade readers for daily half-hour one-on-one sessions with teachers trained in the Reading Recovery program format (â€Å"Reading Recovery†). Once a student is reading at grade level (after an average of 12-20 weeks), he/she graduates from the program and becomes part of a literacy booster group (MacKenzie, 2001). The Reading Recovery organization reports that 75% of struggling readers are reading at grade level after completion of the program, while the remaining 25% are recommended for further evaluation and remediation (â€Å"Reading Recovery†). Both the Reading Partner and Reading Recovery programs reinforce the positive academic benefits of one-on-one and small group lessons to assist low-achieving students to make and maintain gains in their literacy development. It also demonstrates the need for continued small-group reinforcement once students are working at grade level. Students with High Reading Potential Next, I turned to literature to find out what other types of programs are being offered and which are the most successful. Little and Hines (2006) studied the effects of a 12-week, biweekly, after-school reading program on students in third through sixth grade. The study targeted students with â€Å"high reading potential† (Little et al., 2006, p. 11), offering book talks, read-alouds, and supported independent reading, followed by choices of literacy activities. As part of the 90-minute sessions, students were encouraged to read books independently that would be challenging and of interest to them (Little et al.). The goals of the program were to build reading fluency and to make reading more pleasurable (Little et al.). Although the study showed varied results, students in third and fifth grade made above average weekly gains in reading fluency compared to a national sample (Little et al.). One sixth grade student with a â€Å"negative attitude† (Little et al., p. 29) had a 40-point decline between pre- and post-test scores, which adversely affected the average scores of the 15 sixth-grade students in the study (Little et al.). This study demonstrated the benefits of teacher read-alouds, self-selected independent reading, and varied literacy activities. It also indicated a positive correlation between students in an after-school program who read books at their instructional level and weekly reading fluency gains. 21st Century Community Learning Center Initiative Brown (2008) studied a 21st Century Community Learning Center Initiative (CCLC) after-school program over three years, following the progress of 20 at-risk students from second through fourth grade in rural Georgia. She discusses the many benefits of a structured after-school program, such as improved attendance rates, attitude, homework completion, social skills, and student aspirations (as cited in Brown, 2008). Brown used yearly Criterion-Referenced Competency Test (CRCT) reading scores to assess student progress. The students’ scores improved between second and third grade (+1.85 points), but decreased between third and fourth (-23.85 points) for an overall decrease of 22 points. Report card grades in reading also decreased 2.9 points between second and fourth grades. While this may, on the surface, seem discouraging, these students outperformed the average student at the school, whose CRCT scores decreased 34 points over this same period. With no control group, we cannot ascertain how these students compare to similar at-risk students who did not participate in the after-school program. Because program participants outperformed the average student, I believe the program was successful for these students, and it demonstrates the benefits of out-of-school remediation for at-risk primary students. After-school Programs and NCLB In 2003, the U.S. Congress, seeing a need for quality after-school programs to ensure that every child is successful, set aside $993.5 million for after-school programs as part of the NCLB Act (as cited in Brown, 2008; Davis-Allen, 2008). Recent literature shows mixed reviews of the effectiveness of these programs. One reason for this may be that many of the studies do not have a control group; thus, it becomes difficult to determine whether after-school programs are truly effective. Many students, despite enrollment in after-school programs, are still achieving below grade level, but without these programs, they may possibly have fallen even further behind. Because the students have made greater gains than the norm in most of these studies, I believe they demonstrate that extra remediation sessions, particularly those that target specific deficiencies in individual students and include one-on-one and small group remediation, are effective in achieving success for struggling students . Conclusion The review of existing literature has led to some important components I will include to remediate instruction to my struggling first-grade students. To ensure optimum attendance, I will first survey parents to find a before- or after-school time that will fit their weekly schedule. Through pre-assessment and teacher observations, instruction will be targeted to individual student needs. At the beginning of the year, we will work on phonemic awareness, phonics, and sight words to address deficiencies in student reading readiness. Future sessions will follow a consistent schedule, including word work in targeted areas, teacher read-alouds, independent reading, guided reading, and writing. Guided reading at student instructional levels will be conducted in small groups of four or fewer students. Time will be spent each session working one-on-one with students or having the students read one-on-one with me, in order to assess their individual needs. This one-on-one time will also be use d to assess student progress through running records, AIMSweb ® testing, and/or reading inventories. In order to incorporate these strategies, the biweekly sessions will be limited to four students with each period lasting 30 minutes. If necessary, a third weekly session may be added to meet the needs of these emerging readers. I will track their progress and make adjustments to the curriculum depending on student progress. Parent involvement is a major component in student learning outcomes, particularly in struggling students where an â€Å"extra boost makes all the difference in the world† (H. Byers, personal communication, July 14, 2008). To encourage their participation, I will use parent surveys and home reading logs to determine and track parent involvement in working with their children. Data Collection Methodology 1. My reading aide will administer AIMS Web tests biweekly to assess student progress in fluency. This will serve as an objective assessment (quantitative data) of whether my intervention program is successful and will be one method of tracking student progress. 2. I will also assess using running records once or twice a month. Since I will administer these assessments myself, they will give me a good indication of what areas to target in our before-school sessions. I will use the results (quantitative data) to track student progress and adjust instruction. 3. During one-on-one and small group guided reading time, I will use a checklist (and take notes) to determine if students are able to read with expression. This will be a third indicator (quantitative and qualitative data) of reading progress to document in my study. 4. I will collect data on individual student reading comprehension using three methods: 4a. The weekly end-of-story tests (quantitative) will be an immediate indicator of whether students are able to read using recently-taught skills and comprehend what they are reading. The ability to write an answer the open-ended question at the end of the test will also be used to assess student progress (qualitative data). 4b. Once students develop basic reading skills, I will assess each student using a reading inventory – either the John’s Basic Reading Inventory (BRI) or a Qualitative Reading Inventory (QRI) to target areas that need remediation. This will be used on an as-needed basis, depending on student progress. It will also be used to track the success of the remediation program (quantitative and qualitative data). 4c. The third comprehension assessment will be in the form of unfamiliar reading passages, followed by a series of questions. These will most likely be introduced during the second half of the year, and will provide quantitative data to assess student comprehension by recording the number of correct answers. 5. I will also use several surveys to assess student and parent attitudes. These surveys will include closed- and open-ended questions and will be given at the beginning and end of the year to determine if participation in the program has changed student/parentattitudes, interest, and motivation to read. 6. I will use teacher observations (in the form of a Likert scale) to assess student attitudes, interest, and motivation in reading. 6. Another survey will be used to assess parent involvement in literacy activities with their children. By using pre- and post-survey data, I will discover if parent involvement is affected by student participation in my remediation program. Call for Action References 2007 School Report Card (2007). Retrieved July 7, 2008 from http://www.asd4.org/docs/srcards/Wesley.pdf. AIMSweb ® Website (n.d.). Retrieved July 16, 2008 from http://www.aimsweb.com. Association for Supervision and Curriculum Development ASCD Website (n.d.) Retrieved July 16, 2008 from http://www.ascd.org/portal/site/ascd/menuitem.3adeebc6736780dddeb3ffdb62108a0c/. Brown, G. D. (2008). An analysis of an after-school program in a small, rural elementary school in Georgia. (Ph.D., Capella University, Minneapolis, MN). Retrieved July 5, 2008, from Dissertations Theses: Full Text database. (Publication No. AAT 3297914). Davis-Allen, Y. R. (2008). Impacts of an after-school program on student achievement for at-risk children. (D.Ed., Capella University, Minneapolis, MN). Retrieved July 7, 2008, from Dissertations Theses: Full Text database. (Publication No. AAT 3289497). Huncosky, K. (2004). Closing the achievement gap at Huegel Elementary School: What can I do? Madison, WI: Huegel Elementary School. Little, C. A., Hines, A. H. (2006). Time to read: Advancing reading achievement after school. Journal of Advanced Academics, 18(1; 1), 8-33. (ERIC Document Reproduction Service No. EJ753969) Retrieved July 5, 2008, from ERIC database. MacKenzie, K. K. (2001). Using literacy booster groups to maintain and extend Reading Recovery success in the primary grades. Reading Teacher, 55(3), 222. Reading Recovery: Basic Facts (n.d.). Retrieved July 12, 2008, from http://www.readingrecovery.org/reading_recovery/facts/index.asp. Saddler, B., Staulters, M. (2008). Beyond tutoring: After-school literacy instruction. Intervention in School Clinic, 43(4; 4), 203-209. Student Testing on San Diego Unified School District Website (n.d.). Retrieved July 17, 2008, from http://www.sandi.net/indices/testscores.html. Tompkins, G. E. (2003). Literacy for the 21st century. Upper Saddle River, NJ: Pearson Education. Appendix A Beginning of Year Parent Survey – Page 1 Appendix A Beginning of Year Parent Survey – Page 2 Appendix B End of Year Parent Survey Appendix C Beginning of Year Student Questionnaire Appendix D End of Year Student Questionnaire – Page 1 Appendix D End of Year Student Questionnaire – Page 2 Appendix E Checklist Appendix F Interview Protocol 1.Do you think a before- or after-school format is better suited for first grade remediation? 2.How do you think an after-school literacy and guided reading program might affect struggling first grade students? 3.How would you decide which students should be included in an after-school program? 4.How many first graders should be included? Should there be a limit? 5.What strategies would you recommend to help these students? 6. If is always helpful to have reinforcement at home. What methods can be used to encourage parents to read with their children? 7.How do you think parent involvement affects student outcomes? 8.How do you think student involvement in an after-school program would affect parent involvement in reading to their children? 9. How do you think technology can be used in remediation programs? 10.How effective do you think â€Å"reading buddies† are to help first graders improve reading skills? 11.How long do you think each session should last? What do you think the optimal size of each guided reading group should be? What literacy skills are lacking in second grade students at the beginning of the year? How might the leveled books that will be available this fall be used in an after-school program? Are there any leveled books available to be sent home with the students? Very little literature exists on after-school programs for first graders. Why do you think that might be? 17.Are there any recommendations you might have for this program? Appendix A Triangulation Matrix Research Questions Data Source 1 2 3 1. How would two extra literacy/Guided Reading sessions a week affect reading fluency in struggling readers? AIMSweb ® Pre- and Post-Tests Running Records (Ongoing) Teacher Observations/ checklist 2. How would these sessions affect student reading comprehension? End-of-Story Tests Comprehension Passage Quizzes Reading Inventory 3. What effect would this program have on student writing ability? Writing Portfolio End-of-Story Tests Teacher Observations 4. What effect would this program have on student attitudes about reading and school in general? Pre-Survey

Tuesday, November 12, 2019

Kipling, Kim, and Anthropology :: Essays Papers

Kipling, Kim, and Anthropology It is widely recognised that the relatively recent sciences of anthropology and ethnology have often seemed in thrall to, and supportive of, the colonial project. Supposedly objective in outlook, anthropological discourse has often been employed to validate and justify theories of race, hierarchy, and power. So-called factual knowledge becomes a means through which racial stereotyping can be bolstered or created. The ethos of Western rationalism allied with the discourse of pseudo-science in Orientalism and Indology creates a body of knowledge which can be used as leverage in the acquisition ,or, retention of power. Such theories, however flawed, become essential ingredients in the process of defining the Other, inevitably a process which measures itself against definitions of the Self. Nineteenth-century anthropological investigations in India proclaimed a body of supposedly verifiable truths about the land and its people. In the process of formulating what or how the Indian people are, ideas of individual agency are stripped from them. Ronald Inden writes that essentialist ways of seeing tend to ignore the "intricacies of agency" pertinent to the flux and development of any social system (Imagining India. Oxford: Blackwell, 1990.p20). Rudyard Kipling's Kim exemplifies this in a variety of ways. Kim reveals a genuine love and sympathy for India but remains a jingoistic product of its time and place. Benita Parry points out that the history of Kipling criticism mirrors the history of attitudes to the imperial encounter itself (Delusions And Discoveries: Studies on India in the British Imagination. London: Penguin, 1972. p205). Several of the characters in Kim illustrate the underlying links between imperialism and anthropology, even as Kipling himself seems to be engaging on a similar project. The encounter between the lama and the museum curator at Lahore is the first instance of this type of relationship in Kim. It is surely anomalous for the white curator to have the authority of knowledge in this meeting . The lama is meant to be a venerated Tibetan sage, and yet the curator presumes to educate him through "the labours of European scholars, who...have identified the Holy places of Buddhism"(p7). By cataloguing, labelling, and classifying Indian ritual and practice the curator has somehow acquired a body of knowledge which renders the lama helpless "as a child" (p7). Time and again in Kim it will be seen how Western knowledge is used to appropriate autonomy and agency from the Indian people.

Sunday, November 10, 2019

English In The Indian Subcontinent

English in the Indian Subcontinent Just as in the Caribbean, the English Language arrived in South Asia as a result of colonisation. Unlike its history in the Caribbean, however, English has always co-existed in the Indian subcontinent alongside thousands of local languages. So for most of the population, it has only ever been a second language. The origins of English in India The British first arrived in India in the early 1600s and soon established trading posts in a number of cities under the control of The East India Company.By 1765 the Company’s influence had grown to such an extent that the British were effectively controlling most parts of the country. This date is often taken as the start of what is referred to as The Raj — a period of British rule in India that lasted until Independence in 1947. Initially English was only taught to the local population through the work of Christian missionaries — there were no official attempts to force the language on t he masses.But by the 1700s, English had firmly established itself as the language of administration and many educated Indians were demanding instruction in English as a means of social advancement. By 1857 universities had opened in Bombay, Calcutta and Madras. English was increasingly accepted as the language of government, of the social elite, and of the national press. After Independence After Independence, India became a nation state, and it was intended that English would gradually be phased out as the language of administration.But there was no simple solution as to which language should replace it. At first Hindi, the most widely spoken language, seemed the obvious choice, but following violent protests in 1963 in the state of Tamil Nadu against the imposition of Hindi as a national language, opinion has remained divided. In a country with over 900 million people and more than a thousand languages, it is difficult to choose a single national language, as mother tongue speaker s of that language would automatically enjoy greater social status and have easier access to positions of power and influence.Even Ghandi, a proponent of a native variety as a national language, accepted that his message was most widely understood if expressed in English. So, although English is not an indigenous language, it remains as an ‘Associate Language’ in India, alongside Hindi, the ‘Official Language of the Union of India’ and eighteen ‘National Languages', such as Bengali, Gujurati and Urdu, that have a special status in certain individual states. English in India today Despite continued pressure from nationalists, English remains at the heart of Indian society.It is widely used in the media, in Higher Education and government and therefore remains a common means of communication, both among the ruling classes, and between speakers of mutually unintelligible languages. According to recent surveys, approximately 4% of the Indian population us e English. That figure might seem insignificant, but out of the total population this represents 35 million speakers — the largest English-speaking community outside the USA and the UK. In addition there are speakers of English in other parts of South Asia, such as Pakistan, Bangladesh and Sri Lanka, where English plays a similar role.English is virtually a mother tongue for many educated South Asians, but for the vast majority it remains a second language. This means there are speakers whose spoken English is heavily influenced by speech patterns of their ethnic language, alongside those whose speech reveals nothing of their racial background and some who are ranged somewhere in between. Asian influence There are a number of elements that characterise the more ‘extreme’ forms of South Asian English. In terms of pronunciation, many speakers do not differentiate between the sounds and .They might also replace in words like think and this with a and sound, as no In dian languages contain these consonants. Under the influence of traditional Hindi grammar, speakers often use progressive tenses in statements, such as I am believing you or she is liking music. Anyone who has experience of speech in the UK's Asian communities will also have encountered the phenomenon of code-switching — mixing words, phrases or even whole sentences from two different languages within the same conversation.The occasional or even frequent use of a Hindi (or Urdu, Punjabi, Gujurati etc.) word or expression within an English sentence can communicate a great sense of shared identity or solidarity with other speakers. This characteristic feature of Asian speech has led commentators to coin popular terms, such as Hinglish (i. e. Hindi English) or Pinglish (i. e. Pakistani English). The table below gives several examples of speakers using a number of pronunciations and grammatical constructions that are typical of speech on the Indian subcontinent. All the audio cli ps are taken from recent BBC interviews and come from spontaneous conversation and therefore reflect the natural reflexes of South Asian English.The left hand column lists each feature, while the second column gives an explanation. The list is by no means comprehensive, but by clicking on the sound file you can hear an extract from a recording of a speaker using the target feature. English in India Officially English has a status of assistant language, but in fact it is the most important language of India. After Hindi it is the most commonly spoken language in India and probably the most read and written language in India. Indians who know English will always try to show that they know English.English symbolizes in Indians minds, better education, better culture and higher intellect. Indians who know English often mingle it with Indian languages in their conversations. It is also usual among Indians to abruptly move to speak fluent English in the middle of their conversations. Engl ish also serves as the communicator among Indians who speak different language. English is very important in some systems – legal, financial, educational, business – in India. Until the beginning of 1990s, foreign movies in India weren’t translated or dubbed in Indian languages, but were broadcast in English and were meant for English speakers only.The reason Indians give such importance to English is related to the fact that India was a British colony (see Europeans in India). When the British started ruling India, they searched for Indian mediators who could help them to administer India. The British turned to high caste Indians to work for them. Many high caste Indians, especially the Brahmans worked for them. The British policy was to create an Indian class who should think like the British, or as it was said then in Britain â€Å"Indians in blood and color but English in taste, in opinions and morals and intellect†.The British also established in Ind ia universities based on British models with emphasis on English. These Indians also got their education in British universities. The English Christian missionaries came to India from 1813 and they also built schools at primary level for Indians in which the language of instruction was local language. Later on the missionaries built high schools with English as the language of instruction which obliged the Indians who wanted to study to have a good knowledge of English.The British rulers began building their universities in India from 1857. English became the first language in Indian education. The ‘modern’ leaders of that era in India also supported English language and claimed it to be the main key towards success. Indians who knew good English were seen as the new elite of India. Many new schools were established in which the language of instruction was English. According to the British laws the language of instruction at university level was English and therefore sc hools that emphasized English were preferred by ambitious Indians.Even after India’s independence, English remained the main language of India. Officially it was given a status of an assistant language and was supposed to terminate officially after 15 years of India’s independence, but it still remains the important language of India. Even today schools in India that emphasis English are considered better schools and the same is the case at university levels, even though there is a trend towards Indianization. In the 1970s and 1980s about one third of the Indian schools had English as their first language.For most of these students, English is their first language and it is easier for them to communicate, read and write in English than in Indian languages, including their mother tongues. Just like the Americans, Australians or even the British who have their unique English words and phrases, the Indians also have their own unique English. The Indians and the Indian Eng lish language press uses many words derived from Indian languages, especially from Hindi. Other than that, the Indian accent is sometimes difficult for non-Indians to understand. There are some Indian pronunciations that don’t exist in non Indian languages.The British also had problems with that and they caused some changes in Indian words so that they could pronounce them. Even the Indians started using these changed words and made them part of their English. Two examples of such changed words are currey and sari. your score. English as a National Foreign Language India has two national languages for central administrative purposes: Hindi and English. Hindi is the national, official, and main link language of India. English is an associate official language. The Indian Constitution also officially approves twenty-two regional languages for official purposes.Dozens of distinctly different regional languages are spoken in India, which share many characteristics such as grammat ical structure and vocabulary. Apart from these languages, Hindi is used for communication in India. The homeland of Hindi is mainly in the north of India, but it is spoken and widely understood in all urban centers of India. In the southern states of India, where people speak many different languages that are not much related to Hindi, there is more resistance to Hindi, which has allowed English to remain a lingua franca to a greater degree.Since the early 1600s, the English language has had a toehold on the Indian subcontinent, when the East India Company established settlements in Chennai, Kolkata, and Mumbai, formerly Madras, Calcutta, and Bombay respectively. The historical background of India is never far away from everyday usage of English. India has had a longer exposure to English than any other country which uses it as a second language, its distinctive words, idioms, grammar and rhetoric spreading gradually to affect all places, habits and culture. In India, English serve s two purposes.First, it provides a linguistic tool for the administrative cohesiveness of the country, causing people who speak different languages to become united. Secondly, it serves as a language of wider communication, including a large variety of different people covering a vast area. It overlaps with local languages in certain spheres of influence and in public domains. Generally, English is used among Indians as a ‘link’ language and it is the first language for many well-educated Indians. It is also the second language for many who speak more than one language in India.The English language is a tie that helps bind the many segments of our society together. Also, it is a linguistic bridge between the major countries of the world and India. English has special national status in India. It has a special place in the parliament, judiciary, broadcasting, journalism, and in the education system. One can see a Hindi-speaking teacher giving their students instructions during an educational tour about where to meet and when their bus would leave, but all in English. It means that the language permeates daily life.It is unavoidable and is always expected, especially in the cities. The importance of the ability to speak or write English has recently increased significantly because English has become the de facto standard. Learning English language has become popular for business, commerce and cultural reasons and especially for internet communications throughout the world. English is a language that has become a standard not because it has been approved by any ‘standards’ organization but because it is widely used by many information and technology industries and recognized as being standard.The call centre phenomenon has stimulated a huge expansion of internet-related activity, establishing the future of India as a cyber-technological super-power. Modern communications, videos, journals and newspapers on the internet use English and h ave made ‘knowing English’ indispensable. The prevailing view seems to be that unless students learn English, they can only work in limited jobs. Those who do not have basic knowledge of English cannot obtain good quality jobs. They cannot communicate efficiently with others, and cannot have the benefit of India’s rich social and cultural life.Men and women who cannot comprehend and interpret instructions in English, even if educated, are unemployable. They cannot help with their children’s school homework everyday or decide their revenue options of the future. A positive attitude to English as a national language is essential to the integration of people into Indian society. There would appear to be virtually no disagreement in the community about the importance of English language skills. Using English you will become a citizen of the world almost naturally. English plays a dominant role in the media.It has been used as a medium for inter-state communica tion and broadcasting both before and since India’s independence. India is, without a doubt, committed to English as a national language. The impact of English is not only continuing but increasing. IMPORTANCE OF ENGLISH IN INDIA In our country English is important for a number of reasons. India is a land of diversity. Different people speak different languages. A person of Tamil Nadu does not speak Hindi. So he can't understand Hindi of a person from North India. However he can understand in English.So English is alink language. Different people can communicate with one another with the help of English. Secondly,all advanced knowledge in science,technology and medicine is available in English. The results of the latest researches come to india through the medium of English. If we give up English,we will lag behind in the higher fields of study. Today the world has become one family. It is all due to English. English is an international language. English is the language of th e Constitution,the Supreme Court,the High Courts and official departments.English is now firmly rooted in the soil of India. It has become a part of Indian life. Thus English has great importance for the integrity of India. It has to be second language in our contry for the better development of the country. Summary: A look at the importance of English in India and the world. Read more at http://www. usingenglish. com/articles/importance-english-language. html#tv8TJv6iPHuq8AYh. 99 A language is a systematic means of communication by the use of sounds or conventional symbols. It is the code we all use to express ourselves and communicate to others.It is a communication by word of mouth. It is the mental faculty or power of vocal communication. It is a system for communicating ideas and feelings using sounds, gestures, signs or marks. Any means of communicating ideas, specifically, human speech, the expression of ideas by the voice and sounds articulated by the organs of the throat an d mouth is a language. This is a system for communication. A language is the written and spoken methods of combining words to create meaning used by a particular group of people.Language, so far as we know, is something specific to humans, that is to say it is the basic capacity that distinguishes humans from all other living beings. Language therefore remains potentially a communicative medium capable of expressing ideas and concepts as well as moods, feelings and attitudes. A set of linguists who based their assumptions of language on psychology made claims that language is nothing but ‘habit formation’. According to them, language is learnt through use, through practice. In their view, ‘the more one is exposed to the use of language, the better one learns’.Written languages use symbols (characters) to build words. The entire set of words is the language’s vocabulary. The ways in which the words can be meaningfully combined is defined by the langua ge’s syntax and grammar. The actual meaning of words and combinations of words is defined by the language’s semantics. The latest and the most advanced discoveries and inventions in science and technology are being made in the universities located in the United States of America where English language is the means of scientific discourse.The historical circumstances of India (having been ruled by the British for over two centuries) have given the Indians an easy access to mastering English language, and innumerable opportunities for advancement in the field of science and technology. Many Indians have become so skilled in English language and have won many international awards for creative and comparative literatures during the last few years. Sometime ago, an Indian author, Arundhati Roy, won the prestigious booker prize for her book â€Å"The God of Small Things†.Her book sold lakhs of copies all over the globe. Over the years, English language has become one of our principal assets in getting a global leadership for books written by Indian authors and for films made by Indians in English language. A famous Indian movie maker Shekhar Kapoor’s film â€Å"Elizabeth† has got several nominations for Oscar Awards. It does not require any further argument to establish the advantage English language has brought to us at the international level. English language comes to our aid in our commercial transactions throughout the globe.English is the language of the latest business management in the world and Indian proficiency in English has brought laurels to many Indian business managers. English is a means not only for international commerce; it has become increasingly essential for inter-state commerce and communication. In India, people going from North to South for education or business mostly communicate in English, which has become a link language. Keeping this in mind, the Parliament has also recognized English as an official l anguage in addition to Hindi.All the facts of history and developments in present day India underline the continued importance of learning English in addition to vernaculars. Some of the states of India are witnessing popular increase in public demand for teaching of English language from the primary classes. Realizing the importance, recently, the Minister of Indian Railways, Laloo Prasad Yadav, demands teaching of English language in schools. The great demand for admission in English medium schools throughout the country is a testimony to the attraction of English to the people of India.Many of the leaders, who denounce English, send their own children to English medium schools. Many of the schools in the country have English as the sole or additional medium of instruction. A language attracts people because of the wealth of literature and knowledge enshrined in it. English poses no danger to Indian languages. The Indian languages are vibrant and are developing by the contribution s of great minds using them as their vehicle of expression. English is available to us as a historical heritage in addition to our own language.We must make the best use of English to develop ourselves culturally and materially so that we can compete with the best in the world of mind and matter. English language is our window to the world. English language is one tool to establish our viewpoint. We can learn from others experience. We can check the theories of foreigners against our experience. We can reject the untenable and accept the tenable. We can also propagate our theories among the international audience and readers.We can make use of English to promote our worldview and spiritual heritage throughout the globe. Swami Vivekananda established the greatness of Indian view of religion at the world conference of religions in Chicago in 1893. He addressed the gathering in impressive English. Many spiritual gurus have since converted thousands of English people to our spirituality by expressing their thought and ideas in masterful English. English has thus become an effective means of promoting Indian view of life, and strengthening our cultural identity in the world.When William Caxton set up his printing press in London (1477) the new hybrid language (vernacular English mixed with courtly French and scholarly Latin) became increasingly standardized, and by 1611, when the Authorized (King James) Version of the Bible was published, the educated English of London had become the core of what is now called Standard English. By the time of Johnson’s dictionary (1755) and the American Declaration of Independence (1776), English was international and recognizable as the language we use today.The Orthography of English was more or less established by 1650 and, in England in particular, a form of standard educated speech, known as Received Pronunciation (RP) spread from the major public schools in the 19th century. This accent was adopted in the early 20th ce ntury by the British Broadcasting Corporation (BBC) for its announcers and readers, and is variously known as RP, BBC English, Oxford English, and the King’s or Queen’s English. Generally, Standard English today does not depend on accent but rather on shared educational experience, mainly of the printed language.Present-day English is an immensely varied language, having absorbed material from many other tongues. It is spoken by more than 300 million native speakers, and between 400 and 800 million foreign users. It is the official language of air transport and shipping; the leading language of science, technology, computers, and commerce; and a major medium of education, publishing, and international negotiation. For this reason, scholars frequently refer to its latest phase as World English. Read more at http://www. usingenglish. com/articles/importance-english-language. html#l0tZymxyFrQpCsKi. 99

Friday, November 8, 2019

Free Essays on The Seven Years War

The Seven Years War 1756-1763 Seven Years wars, 1759-63, worldwide fought in Europe, North America, and India between France, Austria, Russia, Saxony, Sweden, and (after 1762) Spain on the one side and Prussia, Great Britain, and Hanover on the other, with major consequences for all parties involved. The grand strategies of the combatants and the differing styles of warfare were used in the many campaigns. These ranged from the large-scale battles and sieges of the European front to the ambush and skirmish tactics used in the forests of North America. The struggle was complex in its origin and involved two main distinct conflicts – the colonial rivalry between France and England and the struggle for superpower in Germany between the House of Austria and the rising Kingdom of Prussia. It was showed in America by the outbreak of the last of the French and Indian wars and in India. The war of the Austrian Succession (1740-48) had left Austria humiliated. Seeking to recover Silesia from Prussia, Empress Maria Theresa even before the conclusion of that war had secured the alliance of Elizabeth of Russia. In 1775, when hostilities broke out in North America, George II, King of England and elector of Hanover, negotiated the Treaty of Westminster with Frederick II of Prussia, who guaranteed the neutrality of Hanover. This event hurried the alliance (1756) of France and Austria, sometimes called the â€Å"diplomatic revolution†. After that Frederick II opened hostilities by invading Saxony. In Jan.,1757, war was declared. Austria concluded alliances with France and Russia and was joined by Sweden. The main European aspect of the war began with the Prussian invasion of Bohemia early in 1757. Victorious at first, Frederick was severely defeated by the Austrians under Daun at Kolin (June,1757) and had to evacuate Bohemia. The fighting was carried into Saxony and Silesia, where Frederick gained the great victories of Rossbach (Nov., 175... Free Essays on The Seven Years War Free Essays on The Seven Years War The Seven Years War 1756-1763 Seven Years wars, 1759-63, worldwide fought in Europe, North America, and India between France, Austria, Russia, Saxony, Sweden, and (after 1762) Spain on the one side and Prussia, Great Britain, and Hanover on the other, with major consequences for all parties involved. The grand strategies of the combatants and the differing styles of warfare were used in the many campaigns. These ranged from the large-scale battles and sieges of the European front to the ambush and skirmish tactics used in the forests of North America. The struggle was complex in its origin and involved two main distinct conflicts – the colonial rivalry between France and England and the struggle for superpower in Germany between the House of Austria and the rising Kingdom of Prussia. It was showed in America by the outbreak of the last of the French and Indian wars and in India. The war of the Austrian Succession (1740-48) had left Austria humiliated. Seeking to recover Silesia from Prussia, Empress Maria Theresa even before the conclusion of that war had secured the alliance of Elizabeth of Russia. In 1775, when hostilities broke out in North America, George II, King of England and elector of Hanover, negotiated the Treaty of Westminster with Frederick II of Prussia, who guaranteed the neutrality of Hanover. This event hurried the alliance (1756) of France and Austria, sometimes called the â€Å"diplomatic revolution†. After that Frederick II opened hostilities by invading Saxony. In Jan.,1757, war was declared. Austria concluded alliances with France and Russia and was joined by Sweden. The main European aspect of the war began with the Prussian invasion of Bohemia early in 1757. Victorious at first, Frederick was severely defeated by the Austrians under Daun at Kolin (June,1757) and had to evacuate Bohemia. The fighting was carried into Saxony and Silesia, where Frederick gained the great victories of Rossbach (Nov., 175...

Wednesday, November 6, 2019

How to Convert Fahrenheit to Celcius

How to Convert Fahrenheit to Celcius Here is how to convert  °F to  °C. This is actually Fahrenheit to Celsius and not Fahrenheit to Celcius, though the mis-spellings of the temperature scales are common. So are the temperature scales, which are used to measure room temperature, body temperature, set thermostats, and take scientific measurements.   Temperature Conversion Formula The temperature conversion is easy to do: Take the  °F temperature and subtract 32.Multiply this number by 5.Divide this number by 9 to obtain your answer in  °C. The formula to convert  Ã‚ °F to  °C is: T( °C)   (T( °F)  - 32) Ãâ€" 5/9 which is T( °C)   (T( °F)  - 32) / 1.8  °F to  °C  Example Problem For example, convert 68 degrees Fahrenheit into degrees Celsius: T( °C)   (68 °F - 32) Ãâ€" 5/9 T( °C)   20  °C Its also easy to do the conversion the other way, from  Ã‚ °C to  Ã‚ °F. Here, the formula is: T( °F)  Ã‚  T( °C)  Ãƒâ€" 9/5 32 T( °F)  Ã‚  T( °C)  Ãƒâ€" 1.8 32 For example, to convert 20 degrees Celsius to the Fahrenheit scale: T( °F)   20 °C Ãâ€" 9/5 32 T( °F)   68  °F When doing the temperature conversions, one quick way to make certain you did the conversion right is to remember Fahrenheit temperatures are higher than the corresponding Celsius scale until you get down to -40 °, which is where the Celsius and Fahrenheit scales meet. Below this temperature, degrees Fahrenheit are lower than degrees Celsius.

Sunday, November 3, 2019

Age Of Sexual Consent In California Essay Example | Topics and Well Written Essays - 1000 words

Age Of Sexual Consent In California - Essay Example There is no law in the State of California regarding sexual consent. What exists is the age wherein persons are given full legal capacity free from parental interference. The age of full legal capacity or consent is at the age of 18.In California, a person legally becomes an adult at age 18 and acquires most of the rights, privileges, responsibilities, and obligations of adulthood.athers; 16 year old boys pushed into having oral and anal sex; (3) information regarding sexual encounters or experience of 16 year olds will be divulged notwithstanding the effects that this may cause on the child's mental and social wellbeing. The child as a human being also has a right to privacy and should be spared the ridicule and ostracism 16 year olds are still children half way between adulthood and still being a child. The dictionary defines them as young and immature. They have bodies as developed as adults and still think and reason as children. They are immature and the fact that these children would experiment and desire to experience sex as what they have seen in the Dvd, without thinking of the possible repercussions of their actions in terms if STD's, HIV and even pregnancy is proof of their immaturity. The Dvd or other direct or indirect influences are not to blame for their actions. They will manipulate the use of technology to suit their innermost desires: â€Å"In every era, new technologies are always adapted to sexual uses (Klien, p. 6).†Admittedly these desires are normal. There is nothing wrong in keeping them in control until such time that these children would have grown and be ready to take responsibility for their actions. ... 6)." Admittedly these desires are normal. There is nothing wrong in keeping them in control until such time that these children would have grown and be ready to take responsibility for their actions. Admittedly, this is a part of their self expression. But even this self expression is rooted on how the individual actually behaves. "We can't understand the origins of human sexual expression without knowing more about how we actually behave (Fausto-Sterlin, p.18)." This further proves that the adolescent who behaves in an immature way is not ready to delve into the study of his/her very own sexuality. But to allow these 16 year old children to rampantly experiment is against the mandate given by the people to the State. They are still too young. In fact the benefits of the Alan Guttmacher Institutes' study, greatly favors the experimentation at an age wherein the subjects are ready: "Women who consistently used condoms within their casual relationships had a greater perceived ability to use condoms in difficult situations, expressed a greater need for intimacy within a relationship and were more motivated to have sex to please others or to express love than women who had unsafe casual sex (Alan Guttmacher Institute, p. 57)." This is at 18years old. The study was made among vocational students meaning those that were not in regular schooling for being advance in years. The average age was 18 years old. This proves that 18 year old young adults are mature enough to think and decide for themselves. This study further substantiates the stand of the State that maturity, legal consent and capacity should be retained at 18 years old. Who will protect these children Who will guide them to make the right choices Who is tasked to ensure that their rights