The eminence of Candide is connected

Candide, the prognosis of Voltaire accomplished incredible goal and status. Candide achieved heroic tasks.   He always preferred to do ‘the right’, rather easy and enjoyable things. He was not following what everyone prefers to do.Though he liked what his metaphysics teacher Dr. Pangloss preached him; the usual ‘because’, ‘therefore’ ‘so’ explaining discourses. Though, Candide found it difficult to understand.The eminence of Candide is connected with relationship that man holds with his companions. Candide makes us sensitized to insights of human sufferings. He finds in his extensive journeys through Europe, Surinam, and Paraguay that journey with good companions is always reduces the burden of boredom.A hero looks for society in any ongoing public crisis that Candide looks for. A hero is more practical and looks for existential matters and gives less importance to metaphysical matters that Candide does. Candide is compensate, gen tle, discerning, and benevolent.â€Å"Candide† has established that practically everyone is a hero; this is well established more often by the emergence of â€Å"middle class† hero.The hero looks for overcoming dullness vice our work keeps at bay the three great evils: boredom that is dullness, vice, and needs or wants†. Candide the hero like to work for making life tolerable and manageable, not struggle to prove things.Candide passed through the disturbance near Portugal coast, then he got into the earthquake when he reached Lisbon, and was among plague epidemic in Algerian, he was not upset in theses tumultuous sufferings he passed through, a real hero exhibits such heroic courage.Candide choose to get into sufferings rather avoiding them for an easier path. Human beings are overwhelmed by jealousy, desire, greed, worry, concern, and fear than all the tribulations visited upon a citadel under siege, their Personal sorrow is grief harsher compared to the communi ty misery.Candide finds himself into many situations which expect him to be a hero. He is found making advances towards Cunegund and so was thrown out of Thunder-ten-tronckh castle. Then he bumps gets into captivity of Bulgarians, he selects to run gauntlet and then where he requests them to kill him. Only a hero can ask to be killed normal people are afraid of death and would suffer anything to live. Candide showed different attitude to Bulgarians.Candide passes through the misery of worst earthquake in Lisbon, and comes out unshaken of it, a hero. Another heroic action is Candide’s marries Cunegund to respect his promise though he is not interested in marrying her now.But a hero Candide marries Cunegund to respect his commitment.   Candide got threats from the â€Å"Inquisition and Jesuits† to jail him in Paris, Candide remained unruffled. Paris is the City of chaos, where all are searching for happiness that hardly any one finds. Candide has shown qualities of her o that are regarded heroic even today.   

Comparison of How it happened and The Signalman Essay

The atmosphere in How it happened is full of mystery and energy. The plot moves very quickly, imitating the speed of the automobile as in the story it is said the automobile has a horse power of thirty, ‘Then I remember the big motor, with its glaring headlights and litter of polished brass, waiting for me outside. It was my thirty-horse-power Robur, which had only been delivered that day.’ It also emphasises the lack of control the driver has over it. Whereas the atmosphere in The Signalman creates both suspense and mystery. The appearances of the spirit help to create suspense as we anticipate them to lead us to the climax. However, we find out at the end of the story that the signalman was getting premonitions of his own death. The appearances are really red herrings as it is the signalman himself who dies. Whereas the biggest red herring in How it happened is how the narrator speaks from memory in the first person, fooling us into believing he must still be alive. This makes the twist at the end so much more powerful. The difference of experience between the first time reader, who is fooled into believing the narrator must still be alive and the 2nd time reader who is able to pick out things that are ironic, for example, ‘ I can live it again.’ The 2nd time reader knows he’s dead when he’s saying it. Dickens creates a strong atmosphere through the characterisation of his characters as well as his long complex sentences that can be difficult to understand. This is because of the 150 year cultural gap of reading the story. This makes differences with the way we read the story. For example, ‘The monstrous thought came into my mind, as I perused the fixed eyes and the saturnine face, that this was a spirit, not a man.’ The word ‘monstrous’ meant abnormal in 1866. This also shows Dickens’s effort to create psychological state. He also describes things very ambiguously, for example, ‘ I resumed my downward way, and stepping out upon the level of the railroad, and drawing nearer to him, saw that he was a dark sallow man, with a dark beard and rather heavy eyebrows. His post was in as solitary and dismal a place as ever I saw.’ The words underlined make the signalman difficult to imagine because if everything is dark, you would not be able to make out his features. The title How it happened is deliberately allusive to draw the reader in. But, it does immediately introduce suspense as we wonder what it refers to. Whereas the title The Signalman conveys urgency. The characterisation created in How it happened is that the narrator characterises himself as a risk taker, admitting ‘one often does foolish things’ to the reader. This adds to his sense of honesty but also makes us question his decision taking. Also, it provides tension between two ways of behaving which should interest us. Whereas the characterisation created in The Signalman is a bit different because both the characters remain shrouded in mystery and this adds to the sense of curiosity that surrounds the story. We don’t know the protagonist intimately to picture him in our mind. The themes in The Signalman include death, the supernatural and reason. Dickens sometimes uses the convention of quotation marks and sometimes does not. This reflects the contrasts of rationality and supernatural goings on. The narrator tries to give reasons to the visions that the signalman has, yet the final image of the story is of the narrator seeing the image of the signalman and the ghost himself. Dickens cleverly manipulates tension to give the final image the haunting effect. Whereas in How it happened, Arthur Conan Doyle was an apparent rationalist and he believed that after your death, you could continue to live on as a spirit. It was also believed that these spirits could communicate with the living through people known as ‘mediums’. This belief is present in the story where the narrator has survived his death in order to tell us how it happened. This idea is given more credit when we know that the story originally started with the line, ‘This story was told to me by a medium’. The story How it happened was written in 1918 and involves a high-powered automobile. This suggests to us the story must have been written about the present at the time. It is also set in London. At that time, London was still the centre of an empire and this important as the story involves aspects of modernism. Whereas the setting of The Signalman is important as Dickens goes to a lot of effort to make the story seem ghostly and surreal. Dickens was writing this story involving trains because they were the biggest and finest machines at the time and by writing the story to do with railway system he is challenging it. Dickens was also in a famous train crash. The Signalman’s job is a job of life and death. The one in the story has a reputation for being good at the job. The signalman works in a cutting and that the descent into this place is described as if one is descending to the underworld of Greek Mythology. The ‘clammy stone’ and that fact that it becomes ‘oozoer’ and ‘wetter’ helps create this sense. They key aspect of the cutting is its remoteness. The tunnel as well is described as having ‘wet stains’, suggesting that this is a place you would not want to visit. This helps to make an eerie atmosphere and makes it easier for us to imagine spirits and other ghostly aspects. The story is an intensely human story about psychological differences between two people whereas How it happened is about dealing with the physical and spirit world. The narrative voice in How it happened is in the first person and we tend to trust its honesty about the first person. This is because the narrator admits to not remembering everything clearly. ‘I can remember some things upon that evening most distinctly, and others are like some vague, broken dreams. This is what makes it so difficult to tell a connected story.’ This openness suggests we are going to hear the truth. He also blames neither the car nor Perkins for events but himself. ‘I also remember asking Perkins, my chauffeur, how she had gone, and his saying that he thought she was excellent.’ The ways he says, ‘Perkins, my chauffeur’ tell us social standing and class of narrator. The narrator gains a ghostly aspect at the end, when we find out he is dead, and this introduces the idea of Spiritualism that is key to the story. Whereas the narrative voice in The Signalman is also in the first person and we find that until the end of the story we are not sure if we can totally trust it. This is because of the ambiguities in the description of things as well as the lack of information about the narrator himself. But we can tell the visitor is a sceptic. He chooses not to believe that the bell was rung by a ghost without proof. ‘I caught at that. Did it ring your bell yesterday evening when I was here, and you went to the door?’ As readers, we side with the sceptic. The skill of the story is that most people will not agree the bell rang without sound. There is also an additional piece of irony, the sceptic doesn’t believe in the ghost but he says the same things the ghost said like ‘Halloa!’ Although he does tell us that he is ‘a man who had been shut up within narrow limits’ until ‘at last set free’. But it is difficult to understand this because we don’t know if he’s referring metaphorically to something else or talking as if he has spent a long time in prison.

The Value of Diversity and Multiculturalism in Business

Shequita Rayford English 101 February 10, 2013 The Poverty Class The Poverty Class is a big class in the United States; As the free encyclopedia stated, Poverty is a state of privation or lack of the usual or socially acceptable amount of money or material possessions. The number of families in the poverty class has increase or decrease over the years. The races of population percentage of people in poverty is different from one and another. There are a lot of reasons or saturations why a family is in the class of poverty.Some families come from other classes, like the wealthy class or the middle, then down grade to the poverty class for various reasons. Poverty affect different stages in people lives, there are also different factors of poverty. When you are in the poverty class, you can be look down upon from the other classes for different reasons. There are different ideas to help fix the poverty we have in the United States. In the next exceeding paragraphs, I will explaining th e reasons for each statements because I for the poverty class in my own words and views.The number of the poverty class has increase or decrease, but when I research for the number of population in poverty throughout the years. I see that the numbers has mostly increase throughout the years. In 2000 there was 39. 8 million people in poverty, but that number increased throughout the years. Until now in 2012 the percentage of families in impoverished is 16%, and almost 20% are children. The poverty guidelines are determined by the Census Bureau. The Census Bureau contains the amount of money a family will make in a year.By counting each person and the cost of living for that person, additionally adding each person to calculate a number. Then the census determine if the family would be counted in the poverty class or not. The races of people in a population in poverty is different from one and other. Race and gender plays an enormous part in poverty. Minorities pay a big role by 27 per cent, so does Latinos and American Indians, versus 10 present of whites. Below is the percentages of races in the poverty class; Poverty and race/ethnicity 9. 9% of all non-Hispanic white persons 2. 1% of all Asian persons 26. 6% of all Hispanic persons (of any race) 27. 4% of all black persons. There are a lot of reasons or situations why a family is in the class of poverty. One reason can be that a person was born in a family that is poor, I was born in a family that was in the middle class. My family had a house, and my dad own his own construction company. We live in a nice neighborhood in the city of Chicago. But at the same time I remember seeing poverty all around me. You can tell what class a person was by the clothes they worn.You can tell where the area the class live by the surroundings. For example the wealthy live down town in condos or lofts running 3,000 through 7,000 or more a month. Because the cost of living in a city is expense. Another reason can be because the e conomy with low job rates, or the minimum rates of employment was low. Another reason can be because a lot of families have a single parent trying to raise a family from minimum wage or welfare. After my father passed away, my mom was a single parent, she was left well off but then blew the thousands she was left with.So we went from middle class to poor and had to struggle at times. Then I and my mom got on our feet; now I am a mother with two kids. I only want the best for both of my kids, to not be in the population of the poverty class. Some families come from other classes, like the wealthy class or the middle, then down grade to the poverty class for various reasons. Like I said from the paragraph above, my dad past away and me and my mom had to learn how to survive by ourselves. There are a lot of different reasons why one class can go to poverty.One reason can be because of natural causalities, there has been hurricanes, earth quakes, tornadoes, thunder storms, winter storms and other storms. During the last couple year’s people has come upon these storms and lost everything. For an example the storm Katrina kill a lot of people and left a lot of people homeless in the state of poverty. Poverty affect different stages in a person life. If the person works a minimum wage, it’s like living from one pay check to another. I had live from one pay check to another before, paying all my bills and don’t have enough to buy anything for myself.Or don’t have enough to pay all the bills at once. It can affect a person health if their unable to eat a meal during the day. It all can be challenging trying to live when you don’t have enough income to live on. But either way I found a way to challenge difficult situations, thanks to programs to help people in poverty to pay bills, buy food, buy clothing and personal items. There are different factors of poverty. Low- wage jobs is one factor, in our America today, there are a lot of lo w in come jobs. Even if you go to college and get a degree, there is no guarantee that you will get that dream job you want.I know someone with four degrees and still can’t find that dream job that he wanted. Another factor is that there is a lot of single parents in the house holds of families today. A single parent making a low- wage do not equal to success, taking care of your family can be expensed. I know that for a fact, if it wasn’t for the help of my family, I don’t know where I would be with my kids. But life has got much easier since I gotten help from their father now. The Census Bureau stated that 104 million people make twice below the poverty line, less than $38,000 for a family of three.Economic Policy says half the jobs on the nation pays less then %34,000 a year, a quarter pay less than $23,000 annually. When you are in poverty you can be look down upon. No matter if you are a child or an adult, sometimes you have peers to look at you and judge you. I have got those views from a lot of people that believe people on welfare is lazy or just wasting their tax money. Well those people don’t know that person or family situation. Not having welfare, that family would not be able to feed their family without food stamps.People needs to realize that there is a lot of poverty in the world and a lot of people are suffering. Even if that person has a job, the person has to work a 10 thru a 12 hour shift and only making eight dollars an hour for an example. People don’t want to look at the fact that if the government didn’t have these programs that the poverty percentage would be double. There are different ways to fix poverty in America. By continuing to provide welfare for individuals who are struggling paying their bills, buying food for their house hold and buying personal needs for themselves and their kids.Some of the welfare programs that help provide those needs are food stamps and cash assistance. Social Security helps the elderly who can’t work and people with disabilities. Earn income tax credit helps to provide families with extra money at the end of the year, who made under a certain amount money for that year. Our economy needs more decent paying jobs. We all need to help invest in a 21st century education, provide skill development strategy, the rich should pay their fair of taxes to the country, raise minimum wage and provide more health care. I provided my views on poverty and stated true facts.I want my audience to become more educated on the matter and realize how serious the matter can be. Knowing that you can be in one of the other class one day and be in the poverty class the next day. We all should notice how important this situation is although you might say that this is not your situation, nor your problem. But true fully it affects all Americans in some way or form. Works Cited Websites: http://en. wikipedia. org/wiki/Poverty_in_the_United_States http://www. nytimes. com/2012/07/29/opinion/sunday/why-cant-we-end-poverty-in-america. html? pagewanted=all&_r=0

Women study written project Essay Example | Topics and Well Written Essays - 500 words

Women study written project - Essay Example Still, they find jobs for themselves because of the awareness brought to them by the feminist theories. They want to come out of the confinement of their houses to work at par with men. But, they have to face harassment by men, which decreases their job performance and job satisfaction. They are forced to do as the employer says or are forced to face adverse circumstances if they refuse. For example, minority women suffer from sexual harassment because they belong to minority groups. Hence, they face double jeopardy, as found by Berdahl and Moore (426) in their research. They assert that â€Å"Women experienced more sexual harassment than men, minorities experienced more ethnic harassment than Whites, and minority women experienced more harassment overall than majority men, minority men, and majority women† (Berdahl and Moore 426). Hence, sexual harassment is one of the biggest problems that women face at the workplace. Domestic or spousal abuse is defined as the abuse in which one spouse makes his counterpart undergo physical or mental mistreatment so that he may demonstrate his influence and authority. Women are prone to domestic violence than men. It is hard for women to end domestic violence once it starts. Men maltreat their wives to satisfy their pride, and also act loving at times to keep the latter stay in the relationship so as to give the impression that they have improved, which does not happen. Eventually, the frustration leads to hatred and rebellion developing within the women. Domestic violence is a form of gender violence (Berdahl and Moore 260), and it leads to stark mental problems and emotional breakdowns due to which the women may plan to abandon or kill their partners. Divorce rates are also on the rise, and one of the main reasons for this is domestic violence. If the couple has children, domestic

Incidents that have had major economic impacts Coursework

Incidents that have had major economic impacts - Coursework Example The attack had dire consequences on both aggregate demand (AD) and aggregate supply (AS) of goods and services. Closure of the stock market and travel advisories both within and outside the country cut business activities leading to a drop in the GDP. AD curve shifted to the right giving rise to prices that ultimately leads to expected future inflation. At this point, aggregate supply shifts to the left in the short run until GDP surpasses its long-term average. The attack prompted the country to launch one of its greatest expenditure programs on September 20, 2001 after President Bush declared war on terror. Operations in Afghanistan would cost the treasury massive amounts in expenditure. According to Carter and Cox, 2011, the government spent an estimated $3.3 trillion in response to the threat. America invested extensively on the Department of Defense (DOD) and operations of the newly created homeland security department. The federal government channeled funds to the defense spending both in Afghanistan and homeland security surveillance including intelligence details (Makinen, 2011). High expenditure by the DOD and homeland security initiated a debt crisis in the country. The amount of funds usable in driving stimulus programs in the country reduced with the increase of expenditure on security. High debt levels experienced in America because of increased expenditure after 9/11 were among the forces that prompted the 2008 crisis. Limited Medicare benefits caused a downgrading of the country’s debt. Fiscal policy affected interest rates, government expenditure strategy and tax rates. The US government, therefore, used borrowing from the federal government to help restore the adversely affected airline sector. America used automatic in-built stabilizer to restore its economy after the incidence. Corporations received tax relief that enabled them to acquire funds to help rebuild the country’s

What is Interior Design Essay Example | Topics and Well Written Essays - 1750 words

What is Interior Design - Essay Example This editing discusses the fiels of the interior design that does not only involve picking colors, functioning with flourishing stunning fabrics or being creative all day long as many people may think. Modern interior design also delineates a group of numerous yet linked projects that engross turning an interior space into a valuable setting for the range of individuals. In the ancient times, interior designers were incorporated in the processes of building. The researcher describes interior designers as the people who carry out interior design projects. The multifaceted architecture that has resulted in the development of industrial processes and development of the society has transformed the profession of interior designer today. The researcher also discusses one of the primary aspects of being an Interior Designer today, that is comprehension and interpretation of ideas and identification of a client to provide an appropriate environment in which to live or work. It is essential a nd important to come up with a space, which will convey a message. In addition, a significant emphasis should be placed on all the design processes, generation of new ideas, experimentation of different concepts and harmonies, specification of unusual materials and commitment to accurate attention to details. To conclude, the researcher mentiones that a successful Interior Designer must also cover all the procedures of formulating a concept, from formulating ideas, concept boards and technical drawings to a new design solution.

Services Marketing Importance of the Internet Term Paper

Services Marketing Importance of the Internet - Term Paper Example In today's day and age, the internet has become a very important part of people's lives. From entertainment to accounting, almost all the facets of life are available on the internet and people are using it for business, banking, shopping and communicating. But the fact that this medium is vulnerable to evil designs of fraudsters namely hackers who lurk behind it with intentions of identity theft or theft of sensitive information of unsuspecting net users, makes this medium risky. But looking into the problem and its span objectively would help to provide solutions and countermeasures for it. With the increased importance of the internet in people's lives, the amount of internet or online frauds have also increased. The challenge is to make sure that internet is a safe medium for services like online shopping, online banking, etc and users are not victims of misdeeds like phishing (What is phishing, n.d.) or other online frauds. The world of the Internet can be as fascinating and as dangerous at the same time. It is a technological wonder through which people access news, information, communicate using emails or social networks, shop online or transact money through online banking. At the same time, the internet is also fraught with dangers. Phishing- Through this method the phisher or the person who attacks through the internet and tries to gain access to important and confidential information such as passwords, credit card numbers, etc of the person who is being attacked. The victim unknowingly falls prey to the evil schemes of the phisher and end up divulging the sensitive information which is then misused. It has been reported that phishing is almost a specialized crime which involves services of many like spammers, hackers, and phishers. This is done to increase the damage caused by the act and also its scope. Some of the most significant operators in this arena are: Mailer- These are people who send out the huge number of fake emails which contain links t o a website meant for phishing. Once the unaware users click on the links in these emails, they are taken to phishing sites or fake websites. Collector- These people set up these fake sites meant for phishing and here the users are requested to provide their confidential information like passwords, social security numbers or credit card pin numbers. Often the fake emails are so well disguised in design and functionality that users take them to be original emails correspondence from their banks and after reaching the fake sites they end up uploading sensitive data there.

Global Trading Systems of the 18th Century Essay

Global Trading Systems of the 18th Century - Essay Example By the year 1700 potatoes and maize had been exported to China from the Americas and these crops would contribute to the increasing population in China during the 1700s. This increase in population resulted in China's immense increase in a demand for silver and gold fed by the production of the mines that the Spanish had conquered 200 years earlier from the Aztecs and Incas. Some of the metal would be moved into Asia by way of the Philippines where Spain had established a colony in 1571. However, most of these metals would usually not flow directly into China, but rather through a complex global trading system. The silver and gold would be shipped to Spain where Spain would use it to finance their military, exploratory, and war expeditions. Dutch armament and shipbuilders often supplied these endeavors. The precious metals would make their way from the Dutch and into the hands of European bankers that would finance further trade missions into China and the Indian Ocean. Here the gold and silver would be traded for the exotic cloth, spices, and gems prized by the Europeans and the colonists in the Americas. The slave trade was also instrumental in the increasing production of other key agricultural products, most notably sugar and tobacco. The initial expansion of the slave trade into the Americas resulted in marginally cheaper sugar and tobacco though it had no great direct economic impact on the British economy at the time. However, with the further increase in the slave trade, and the growing plantation environment for producing agricultural products, tobacco and sugar were able to reach an economy of scale and become profitable on the world market. Once again, there is a complex set of trading partners that promoted the movement of products and wealth around the globe. Agricultural products and raw materials such as foodstuffs and timer were taken to England and distributed throughout Europe and Asia. Finished goods from Europe and Asia were taken to Africa and traded for slaves. These slaves would be transported to the America's to supply the labor for the production of the agricu ltural goods. Sugar had a significant impact on trade in during the 18th century. There was a high demand for sugar in England and Europe, but there was also another trading system that supplied the demand for Rum. Sugar and molasses would be transported from the Caribbean to the American colonies. Here it would be distilled into rum. The rum would be shipped to Africa where it would be traded for slaves to be shipped to the plantations in the Caribbean. During this time, the Americans and British merchants were accumulating wealth from these transactions. Tobacco also contributed to this production of wealth through yet another trading system. By the 18th century, tobacco was being produced on plantations by slave labor in the Americas. The tobacco would flow through Europe and into China where the Spanish had introduced it. The tobacco would be exchanged for tea in China as well as other prized Chinese goods. The tobacco trade routes were another British example of exploiting agriculture and slave labor to stimulate a complex global trade system. In conclusion, the Spanish invasion of Mexico and South America was important for the gold and silver it produced as well as the agricultural products that were to follow. The use of precious metals allowed products

Clinical Nurtiution health Case Study Example | Topics and Well Written Essays - 1500 words

Clinical Nurtiution health - Case Study Example In this essay, dietary and nutritional assessment of the patient will be performed and the extent of malnutrition will be ascertained based on the evaluation. Interactions with other health care professionals and strategies to tackle malnutrition will be discussed. Dietary and Nutritional Assessment Dietary assessment has become an integral part of clinical evaluation and nursing assessment. Good nutrition is not only important for preventing disease, but also for comprehensive management of a patient (Beerman, 2009). Anita takes soft white bread and peppermint tea for her breakfast. Peppermint tea actually contributes towards weight loss (Wolinsky, 2010). For lunch she takes white bread, margarine and yogurt, but the yogurt is low-calorie one and will not contribute towards her calorie intake. For dinner, Anita takes mashed potato, baked white fish and baked beans. But she does not always finish her dinner because of her poor appetite, nausea, depression and mouth abscesses. Her eve ning diet consists of semi-skimmed milk, digestive biscuit and some horlicks, which have proteins and carbohydrates, but not to a good extent because in the milk, proteins are removed. From what we can see from Anita's’s 24 hour food recall, the total calorie intake is about 1000 kcal, shortcoming of her requirement. Based on the age, sex, height, weight and lifestyle, the calorie requirement of Anita is 1581 kcal per day. Her basal metabolic rate based on Harris-Benedict formula is 1318 kcal per day. The protein intake is about 20 grams when she needs about 45 grams (ICMR, 2010). Total fat is about 10% and mainly constituting saturated fat. Dietary fiber is only about 10% (when it should be 30%) (ICMR, 2010). Except for some iron and calcium in the breakfast and some vitamins in the snacks, her diet is poor in vitamins and minerals. The diet does not contain fresh fruits or vegetables or starchy staple foods. Nor does the diet contain adequate milk. Clinical Signs of Malnutr ition Anita lost weight from 65 kgs to 49 kgs in just 4 months period. Malnutrition occurs when an individual's diet fails to provide nutrition that is required for growth, health and normal body function (NHS, 2012). Anita did not take diet that was sufficient to maintain health and normal functioning of her body. Malnutrition can affect any system in the body (NHS, 2012). The most significant symptoms of malnutrition are fatigue, weight loss and dizziness (NHS, 2012). Anita lost 6 kgs in 4 months. Anita also has anemia, depression and mouth abscess. One of the leading causes of weight loss in adults is depression. Anitha also has anemia. Her current hemoglobin is 10.4g/dl, much less than the normal range of 12- 14 g/dl. Anemia occurs due to deficiency in iron intake and also due to deficiency in the intake of some vitamins like B12. Another important sign of malnutrition in Anitha is repeated mouth abscesses. Malnutrition can cause depletion of important elements like zinc, calciu m and magnesium which are very important to build a strong immunity (Beerman, 2009). Malnutrition makes the individual vulnerable to infection, causes delay in wound healing, impairs the function of lungs and heart, causes depression and decreases the strength of the muscles (NHS, 2012). Thus, Anita has a mouth abscess healing that with just antibiotics alone is difficult. In general, patients with malnutrition have higher mortality and morbidity

Slavery in Africa Essay Example for Free

Slavery in Africa Essay For almost the entire recorded history in most communities, slavery is a prominent feature. However, slave trade in Africa left a remarkable legacy due to the large numbers of slaves that were involved and also the sufferings that the slaves were subjected to. This makes the slavery that took place in Africa to be of great significance and thus it cannot be ignored. Slavery was outstanding in Africa than in any other part of the world, many years before the transatlantic slavery. The Lagos maritime town was the first to be used by the Portuguese as a slave market where they could be able to sell the African slaves after they were imported (Evans, Para 3). Slavery in Africa The issue of whether slavery existed in the communities of the sub Saharan Africa before the Europeans arrived in these regions is an issue that is hotly contested between the Eurocentric and Afrocentric academics. But the controversy does not eliminate the fact that slave trade was a prominent feature in Africa. It is very evident from many historical sources that the Africans were subjected to various forms of slavery. The chattel slavery was practiced by the Europeans via the famous Trans Atlantic slave trade and the Muslims who were conducting the Trans Saharan slave trade. Years after slave trade was abolished in Africa, the vice continued as the colonial powers governing Africa continued to subject Africans to forced labor (Evans, Para 5). Slavery in Africa was practiced by both the Europeans and Muslims. The Muslims were involved in slave trade across the Saharan region. They based this practice on the Qur’ran which prescribes that slavery should be approached on humanitarian grounds. According to the Qur’ran, free men should not be made slaves and those practicing other religions should be protected. Nevertheless, the increase of the empire of the Islam in Africa led to the harsh interpretation of the Qur’ran law. This made the people who were proclaiming other religions to be considered as ideal candidates of slavery by the Muslims. Such slaves were either sold by the Muslims to other people who wanted slaves or the Muslims themselves could take them as their own slaves (Miers, pp 130). When the Portuguese arrived for the first time at the African coast of the Atlantic in 1430s, they were only interested in gold and not slaves. However, by the end of the sixteenth century, the Portuguese had already traded more than eighty one thousand African slaves to the neighboring Atlantic islands, Europe and to the Muslim merchants (Evans, Para 7). For two centuries, i. e. between the years 1440-1640, the Portuguese had the monopoly of exporting slaves to Europe from Africa. It is remarkable that Portugal was the last European nation to abolish slave trade, although France continued to oppress the former slaves through forced labor. It is approximated that during the entire period of slave trade in Africa, which lasted for about four and a half centuries, the slave trade of the trans Atlantic, in which the Portuguese were the main players, managed to export more than four and a half million Africans as slaves to other countries. However, during the 18th century, when more than six million Africans became slaves in foreign countries, Britain was the most notorious nation practicing the vice, but this fact is usually forgotten by the people who cite the prime role played by Britain in bringing to an end the slave trade not only in Africa but in the entire world (Lovejoy, pp 129). The main aim of slavery in Africa was to provide cheap labor to the countries which were developing at that time and which were in dire need of cheap labor. The Muslims and countries such as Portugal were the main participants in the trade since they were able to export the slaves from Africa and thus sell them to other countries and creating wealth from the trade. The Africans who were captured as slaves were first taken to the local slave markets where they were sold and later transported via the Atlantic Ocean to other countries where they remained for the rest of their lives as slaves (Miers, pp 220). Conclusion Slave trade in Africa was very prominent than in any other part of the world. This is because millions of Africans were enslaved by the more powerful nations such as Britain and Portugal. The Africans who became slaves in foreign countries were subjected to a lot of suffering by their masters. They were denied most of their rights and were forced to work for their masters without any pay. Work cited: Evans, Alistair Boddy; Slavery of Africans and Slavery in Africa (2009): Retrieved on 3rd July 2009 from, http://africanhistory. about. com/od/slavery/a/Slavery101. htm. Lovejoy, Paul E. ; Transformations in slavery: a history of slavery in Africa (2000): Cambridge University Press, ISBN 0521784301. Miers, Suzanne; Slavery in Africa: historical and anthropological perspectives (1979): Univ. of Wisconsin Press, ISBN 0299073343.

Theory and the Principles of the Colorimeter

Theory and the Principles of the Colorimeter COLORIMETER Introduction Color of food is not a physical characteristic of food but it is an important quality attribute for foods. This is because color affects the acceptability and perception of consumer for the food and even preference and perception of flavor (Lewis, MJ. 1996). The color is determined by the selective absorption of different amounts of the wavelengths within the visible region. Changes of color can occur during food storage, maturation (ripeness), processing and others. Colorimetry is the scientific color measurement which used to express color in numerical terms and to measure the color differences between the specimens. The specimens can be paints, textiles, plastics, food and other products that may reflect or transmit color. Colorimeter is an instrument for psychophysical analysis by measuring the amount of light passing through a liquid. This instrument provides measurements that correlate with human eye-brain perception. Besides, the colorimeter is basically like a spectrophotometer but less complex as the spectrophotometer allows selection of any wavelength of light. Colorimeter measures the color through three wide-band filters which corresponding to the spectral sensitivity curves. A light source creates a beam of light that shines through a sample. The colorimeter then measures the amount of light transmitted or absorbed electronically and provides colorimetric data as tri-stimulus values (XYZ, L, a, b). The design of the Tristimulus colorimetry is about duplicate the response of the human eyes. A light source, three glass filters with transmittance spectra that duplicate the X, Y and Z curves and a photocell are required. This helps to get the reading of XYZ represents the color of the sample. Drawback of XYZ system is not visually uniform, that means one unit of color measurement in one area of the solid was visually different from the same unit in another area. Normally, the values of tristimulus are used to determine the direction and amount of any color difference if a color match is accurate. The colorimeter provided in this lab is Color Flex colorimeter from the Hunter Lab. Color Flex is a self-contained color measurement spectrophotometer which had been introduced in this lab. It can be used in production or in the laboratory for inspecting raw materials and evaluating the final product. Apart from this, the Color Flex is ideal for measuring powders, granules, pastes, liquids and opaque as it has its port-up or port-forward measurement orientations. The Color Flex require glass sample cup to hold the sample for measure and has a hole to insert the glass sample cup according to its size. Specialized versions of the Color Flex are available for the citrus industry and the tomato industry. These systems include specializes calibration standards and measurement scales appropriate for the industry. Based on nonlinearly compressed CIE XYZ color space coordinates, a Lab color space is a color-opponent space with the dimension L which for the lightness and the a and b are for the color-opponent dimensions (Hunter, Richard Sewall, 1948). This L, a, b values used in the system are calculated from tristimulus value (X, Y, Z) as the backbone of all mathematical color models. The first system which uses the opponent-color theory is the hunter Lab system (1958). This system states that the red, green and blue cone responses are remixed into opponent coders as they move up the optic nerve to the brain. Figure 4.0 Tristimulus colorimetr OBJECTIVES To measure the absorbance of particular wavelengths of light by a specific solution. To determine the concentration of a known solute in a given solution by the application of the Beer-Lambert law which state that the concentration of a solute is proportional to the absorbance. To understand the theory and the principles of the colorimeter. To understand the standard operation procedure to operate the colorimeter correctly. THEORY AND PRINCIPLE Color has various degrees of lightness and different values. Opponent-Colors Theory has been developed since the XYZ values are not easily to get understand in term of object. This theory is easier for the scientist perceive color, simplify understanding, improve communication of color differences and can be more linear thought out color space. Based on the basic of the opponent-color theory, the Hunter L, a, b color space is a three dimensional rectangular, where L (lightness) varies from 0 (black) to 100 (white), a which represent red-green axis with positive (redness) and negative (greenness) values, and b which represent yellow-blue axis with positive (yellowness) and negative (blueness) values. The values of 0 for the a* and b* always represent neutral. Once the L, a, b position of a standard color is determined, a rectangular tolerance box can be drawn around the standard. Today, there are two popular L, a, b color scales which are Hunter L, a, b and CIE L*, a*, b*. A color still has different numerical values between these two color scales even though these two are similar in the organization. In fact, the Hunter and CIE L*, a*, b* scales are both mathematically derived from the XYZ values. Neither scale is visually uniform, Hunter L, a, b is over expanded in the blue region of color space whereas CIE L*, a* and b* is over expanded in the yellow region. STANDARD OPERATION PROCEDURE ColorFlex Colorimeter The ColorFlex is placed on a flat and stable surface where near an electrical outlet. The system is turned on by pressing the Red (lightning bolt) key and is allowed to warm up for at least two hours before use. Before measuring sample, the instrument must be calibrated. Steps to standardize the colorimeter are carried out as below: The Down Arrow key is pressed until the menu is reached and then the Standardize is selected by pressing the Read key. As instructed, the sample pot should be covered with the black glass first. The black glass is covered at the sample port with the shiny side toward the port and the arrow on the glass should be pointed towards the scientist. The â€Å"thunderstorm† button is pressed. The sample pot then is covered with the white tile. Same with the black tile, the sample port is covered with the shiny side toward the port and the arrow on the glass should be pointed towards the scientist. The â€Å"thunderstorm† button is pressed and the values are showed on the periphery of the tile. A message which indicates the instrument is ready to read will be displayed when the standardization of the instrument is completed. The value of L*, a* and b* should be 50.87, -25.11 and 14.98 respectively. The sample cup must be cleaned before put the sample into it. Make sure that the sample must be at least fully covered the bottom surface of the cup. After closed the cover, the cup is put onto the sensor to measure the sample and take the reading. The L, a, b value will be show on the screen after the â€Å"thunderstorm† button is pressed and wait for a moment. The readings are recorded. Steps 5-7 are repeated for different samples. DATA Table 4.0 Standard Tristimulus Values . Table 4.1 Tristimulus Values of one-third volume of the Samples. Table 4.2 Tristimulus Values of two-third volume of the Samples. DISCUSSION From the demonstration, there are three samples which are green beans, red beans and dried red pumpkin seeds are used to measure by using the colorimeter. These three samples are also measure with different volumes. The L, a, b values are recorded. For the green bean, the small amount of the green bean sample shows the value of a* as 0.57 while the green bean sample with a higher volume get the value of a* as 0.46. This difference between the reading can be explained as the green bean with higher volume gives more greenness with it’s a* value is nearer to the negative values (low positive values). Moreover, the red bean with the low volume show the reading of the a* as 14.23 whereas the red bean with the higher volume show the reading of a* as 14.61. From this result, we can said that the red bean with higher volume are more redness than that of with the lower volume because it’s a* reading is more positive which indicate more redness. Same situation obtained from the dried red pumpkin seed. The high volume of red dried pumpkin seed has higher reading of a* as 27.11 compare than low volume of dried red pumpkin seed with reading of a* as 27.08. Next, green bean has showed that it is lightness with the value of L* as 37.13. It is more brightness than the red bean and also dried red pumpkin seed with the reading of L* as 22.89 and 26.46 respectively. In the demonstration, the value of a* of the green bean is 0.57 which means that are green in color in that sample. Besides, the b* values as 23.71 has showed that the green bean samples consists of more yellow color but less blue if compared to the standard value as it’s b* value is positive value and higher than that of the standard values. In the demonstration of red bean, it show that it consists of lowest lightness with the value L* as 22.89 if compared to others two samples. Thus, we can conclude that the red bean is the darkest among the samples. The a* value of red bean is 14.23 which means that there are red color in the sample and is more red than the standard which has the negative value of a* as -25.11. Moreover, the red bean has b* values as 8.16 and this showed that it consists of more yellow color but less blue color in it. Last, the dried red pumpkin seed has the L* value as 26.46 which is lower than that of green bean but higher than that of red bean. Among these three samples, the dried red pumpkin seed has the highest values of a* as 27.11. It showed that it consists of more red color than other samples. For the b* value, it’s b* value is about 13.82 which means that the dried red pumpkin seed also consist of more yellow color but less blue. Compare the results obtained, we can notice that the dried red pumpkin seed has higher values of L* and a* which showed it is more lightness and also more redness than the red bean. PRE-CAUTION STEP Make sure that the setting of the colorimeter is set as default setup before conduct the experiment to obtain accuracy data. The standard plates must be cleaned and make sure that it is free from dust and fingerprint. After done the calibration, put the black glass and the white tile back to the box to avoid scratching. The volume, size and weight of the sample must be standardized (constant). The amount of the samples must at least cover fully the bottom surface of the sample cup. The sample must be covered with the non-transparent black-coloured cover (light trap) when the readings are being taken. This helps to avoid the light sensitive colorimeter from the disturbance of other light sources. References Lewis, M. J. 2006. Physical Properties of Foods and Food Processing System. Cambridge: Woodhead Publishing Limited. Murano, P. S. 2003. Understanding Food Science and Technology. USA: Wadsworth/ Thomson Learning. Pankaj B. Pathare, Colour Measurement and Analysis in Fresh and Processed Foods: A Review. 2012. http://works.bepress.com/pankaj_pathare/3/.

Analysis of School Policies

Analysis of School Policies Introduction Assignment one is to review several policies in an existing school policy manual and to analyze each evaluating its efficacy. The school chosen for this assignment is Miami Shores Presbyterian Church School (MSPCS) located in Miami Shores, Florida. MSPCS is a small religious based school for students age eight weeks to fifth grade and provides families an affordable option for an outstanding academic and social-emotional program. Created in 1966 as a parents morning out program, MSPCS was, and is, well known for its small community and loving environment. The parents morning out program transitioned into a preschool program during the 1970s. In 1999 the church added a kindergarten class to their preschool program. Beginning in 2003 the school began to add one grade each year until finishing with the 5th-grade. In 2008 MSPCS had its first 5th-grade commencement. In July 2013 the school hired a new Headmaster, and a year later he hired a new preschool director. The school began developing a rigorous academic program. With an increased effort on providing students with a quality school experience and the hiring of new teachers with proper certification/credentials, the school is now seeing the benefits of the transformation. Policy Making Procedures The Miami Shores Presbyterian Church School Commission, appointed by the Miami Shores Presbyterian Church Session members, governs MSPCS. The School Commission has a set of specific by-laws, which clearly outline the role of the commission versus the school (Wirth). The policy manual is intended to provide guidelines and directives from the School Commission to the Headmaster regarding general policies, processes, and guiding beliefs of the School. As such, the document contains critical information for executing management plans and processes necessary to meeting and maintaining the school purposes stated in the Miami Shores Presbyterian Church School Bylaws. Policies outlined in the MSPCS Policy Manual may be altered, amended, newly established, or repealed by a two-thirds majority vote of the Commission at any regular or special meeting, providing that such changes be proposed and presented to the Commission in writing at a previously scheduled commission meeting at least two weeks prior. The Headmaster may create interim policies when necessary, and the policy will remain in effect until which time the Commission acts to establish permanent policy on the given matter. There are six overarching sections in the MSPCS Policy Manual. They are academic and educational, finance, health and safety, parents, personal and School Commission, and students. For the purpose of this assignment, analyzing one policy in each section would prove to be beneficial to gathering full insight into the creation, purpose, and efficacy of the schools manual. Challenge of Materials Policy Academic and Education Section Objectives: To establish a policy that helps Miami Shores Presbyterian Church School to respect the convictions of parents and teachers in various academic subject areas, while at the same time maintaining our goal of teaching all subjects in the light of a comprehensive Christian worldview. Scope: This policy applies to all literary materials used at Miami Shores Presbyterian Church School. Definitions: Objective Materials: A subject which Christian families and churches commonly consider divisive, whether or not the introduction of the topic was planned by the teacher or brought up by a student. Examples include: Environmentalism, the War Between the States, old earth/young earth, partisan politics, etc. Guidelines: The MSPC School Commission has the final authority in retaining or excluding a book from the collection. Any definition of objectionable material needs to keep our target readers in mind. The library exists to meet the needs of Elementary students. Materials that might be deemed inappropriate for younger readers will not be omitted on that basis. Parents/Guardians that feel a book contains offensive material should follow the following steps to address the issue: Bring the book in question to a Teacher, Media Specialist or Administrator. The Administrator or Media Specialist will review the book and determine if the offensive material is egregiously and indefensibly objectionable. If the material is not found to be egregiously and indefensibly objectionable, the book shall be returned to the collection. If the material is found to be objectionable, the book will be taken out of circulation. The Challenge of Materials Policy is an original policy from the prior administration, there is no reference number, and the creation date and author are unknown. The policy is designed to address a parent who questions a book or material that the school and the Commission deem to be appropriate. In 1986, in reply to questions from librarians facing book or material challenges, the Intellectual Freedom Committee (IFC) established a list of definitions to explain vocabulary related to challenges (Merola). The charge for the IFC was to recommend such steps as may be necessary to safeguard the rights of library users, libraries, and librarians, in accordance with the first amendment to the United States Constitution and the Library Bill of Rights as adopted by the ALA Council (Klipsch). The significant step of defining terms that are universal provides library staff with an appropriate and consistent terminology when responding to a complaint. With this understanding, to date, the MSPCS Challenge Material Policy has not been confronted or questioned. Therefore, no revision is necessary to this policy. Although the policy addresses adult concerns, it ultimately affects the students due to the potential of removing reading material and media from their library choices. Volunteer Hours Policy Finance Section Objective: To set guidelines for volunteering requirements of families with children who attend the elementary school of Miami Shores Presbyterian Church School. Scope: This policy applies to all families with children who participate in the elementary school of Miami Shores Presbyterian Church School. Guidelines: Parents or guardians of elementary school students must complete a minimum of 20 family hours of volunteer service per year. It is the sole responsibility of parents to sign-in and out on the volunteer card/sheet and to verify the card/sheet is validated by an MSPC or MSPCS staff representative. Volunteer hours that are not completed by April 30th will be charged the rate of $25.00 per hour to the familys account. The Volunteer Hours Policy is an original policy from the prior administration, there is no reference number, and the creation date and author are unknown. Establishing a policy for mandatory volunteerism theoretically helps support the school and their initiatives to meet the mission. This policy addresses apparent shortcomings or lack of desire for families to become involved with their childs education and other school matters. There is currently legislation in California and Pennsylvania in regards to parent volunteerism. In both instances, the legislation protects families that are required to volunteer at their childs school from their employer who may not allow the time off. As recently as January 01, 2016, California expanded upon the Family School Partnership Act allowing, employees to take job-protected time off to find, enroll, or re-enroll their children in a school or with a licensed child care provider (Corcoran, 2017). The volunteer policy at MSPCS requires families to serve a minimum of twenty volunteer hours per year or pay $25 for each hour under the required minimum. A volunteer is defined by Merriam-Webster (1960) as, a person who voluntarily (proceeding from the will or from ones own choice or consent) undertakes or expresses a willingness to undertake a service. By definition, requiring volunteer hours is an oxymoron and furthermore, charging individuals for not completing the requirement could be justification for litigation. The policy is in need of elimination more than a revision. When parents understand and appreciate the significance of their support, a punitive Ifà ¢Ã¢â€š ¬Ã‚ ¦ then policy is not necessary. When prospective parents come to school, they receive the mission statement and discuss its importance with an administrator.   The first part of the schools mission statement is A Christ-inspired experience. Being Christ-inspired means for an individual to broaden their se nse of giving to others. As long as parents understand the importance of their participation in their childs education, there is no need of a policy requiring their presence. Evacuation, Reverse Evacuation, and Safety Drills Policy Health and Safety Section Objective: To set guidelines for Miami Shores Presbyterian Church School stakeholders in being prepared for an event when they may be in potential danger. Scope: This policy applies to all Miami Shores Presbyterian Church School stakeholders. Definitions: Evacuation: The immediate and urgent movement of people out of a building from the threat or actual occurrence of a hazard. Reverse Evacuation: The immediate and urgent movement of people inside the building from the threat or actual occurrence of a hazard. Lockdown: A confinement of all individuals to a secure location due to a perceived or real threat. Guidelines: All drills (evacuation, reverse evacuation, and lockdown) will be held on a monthly basis. During the first week of school, staff members shall take their class for a practice fire drill. Follow the evacuation map in the room using the primary route. The secondary route is also noted, and there will be one fire drill a year when the secondary route will be utilized. The school is equipped with an intercom, fire alarm system and sprinkler system. The Evacuation, Reverse Evacuation, and Safety Drills Policy is an original policy from the prior administration with two key additions from the current administration in 2013. There is no reference number, and the creation date and author are unknown. Before 2013, the policy only addressed evacuation drills. The drill is typical in all United States schools and is mandated by federal law. The federal Occupational Safety and Health Act (OSH Act), which oversees Floridas business safety and health structure, requires that companies with ten or more employees have written fire prevention and emergency exit plans, as well as practices for such an emergency for each workplace. During 2013, the new MSPCS administration included the reverse evacuation and lockdown safety drills to the policy in reaction to the climate of todays society of schools under attack by unstable or angry people. The first known instance of a reverse evacuation drill policy was after the state of Kentucky put out a school crisis planning guide, and then FEMA included the policy in their guide (Dorn). Additionally, in 2013, a lockdown drill was instituted at MSPCS. On December 14, 2012, a tragedy occurred at Sandy Hook Elementary School in Newtown, Connecticut, when a disturbed man went into the school and shot many students and several teachers. The administration recognized the potential of this occurring anywhere and why it is important to establish a policy for children and educators to understand and know what to do in this type of emergency. The Federal Government does not mandate lockdown drills. However, several states have legislation in place requiring schools practice lockd owns as frequently as they practice evacuation drills. Each of the safety drills and their continued practices is essential to keeping students and educators prepared for an emergency situation. No one can tell how someone may react in an actual emergency, but having the knowledge of what to do, may decrease further stresses or even casualties. There are no plans to revise this policy, because of the eminent danger that society faces. Parental Non-Compliance Policy Parent Section Objective: To establish a set procedure for Miami Shores Presbyterian Church School administrators when parents are not in compliance with school policy or procedures. Scope: This policy applies to any time administration believes parents are not in compliance with school policy or procedures. Definitions: Non-Compliance: Failure to act in accordance with a wish or command or inability to conform to rules or standards. Guidelines: When an incident is considered serious enough according to the schools parameters, all family members will be asked to withdraw from the school regardless of previous incidents. In most instances, the following will take place: FIRST INCIDENT: Written notification regarding the incident or offense will be sent to the family and placed in the families file. A parent or guardian may be required to attend a meeting, at school, with the Administration. SECOND INCIDENT: Written notification regarding the incident or offense will be sent to the family and placed in the families file. The parent, parents, or guardian will be required to attend a meeting with the Administration. The family will be put on probation for the remainder of the school year. THIRD INCIDENT: All family members will be asked to withdraw from school the following year, or if deemed appropriate, immediately. The administration has an obligation to inform the School Commission of any incident that reaches non-compliance status. In the event of family withdrawal, the School Commission has final authority to accept or reject the administrations recommendation. The Parental Non-Compliance Policy is an original policy from the prior administration along with a recent 2015 revision by the new administration. Included in the revised version are the three step process and the paragraph giving final authority to the School Commission. Adding both parts to the policy ensures and protects the family and the administration from emotional decision making. There is no federal or state legislation on parental non-compliance at school, but many private schools do have some policy written to safeguard all parties. All members of a school community, including families, educators, students, visitors, and the administration, have the intention to work in partnership to provide the children the best experiences in their education and care. From the onset, families and staff agree at the time of acceptance or employment to acquaint themselves with and meet the terms of the schools philosophy and Code of Ethics. There are times when behaviors or actions go against the philosophy or code. Therefore, it is essential to have a policy and process for dealing with such occurrences. If the administration selects families into the school community that are mission appropriate and who can abide by the schools philosophy, then this policy, in theory, would not be necessary. Unfortunately, circumstance can arise, and each party needs to be protected and valued during trying times. In the next revision, an initial step of a verbal warning may be beneficial in providing due process to the policy and may mitigate any further escalation. Currently, the first step is to write up a warning of the incident, and this does not comply with the schools Caring Community philosophy. Within the Caring School philosophy, one of the schools goals is to empower and listen to others to further understand their perspective. A conversation to express the school displeasure with a parents behavior or action allows the parent to provide their point of view. Through respectful and honest conversation, the school and parents may agree on a solution without further incident or create hard feelings. Evaluations/Personnel File Policy Staff, Personnel, and School Commission Section Objectives: To ensure consistency of procedure and standards in all performance assessments of the staff of MSPCS. Scope: This policy applies to commission evaluations of the Headmaster, the Headmasters evaluation of administrative staff, and the Directors assessments of the teaching staff. Definitions: Evaluation: A procedure for measuring a staff members performance in helping to achieve the goals and policies of MSPCS, the curriculum objectives of the school, and the observation of the guidelines and handbooks. Personnel File: A file maintained by the Headmaster in the administrative office of MSPCS for all faculty and staff members of the school. General Statement: Several fundamental principles underlie the MSPCS approach to supervision and evaluation. These principles are grounded in current research that identifies effective instructional practices that maximize student learning and achievement. The MSPCS model for supervision and evaluation recognizes the importance of linking teacher evaluation to professional development and student learning. It also acknowledges the value of a differentiated structure that supports teachers at varying stages of their career and experience and promotes greater teacher involvement in the evaluation process. At MSPCS we recognize the importance of the supervision, evaluation, and Professional Growth process. The MSPCS Supervision, Evaluation, PGP program incorporates supervisory options connected to personal growth in a collaborative environment. MSPCS is a professional community, which encourages feedback and reflection as a means of promoting continuous teacher growth and improved student achievement. Meaningful feedback comes from multiple and diverse sources and provides an opportunity for reflection which sharpens our teachers skills of self-assessment. Supervision, Evaluation, and Professional Growth is an interactive process perceived as valuable by all involved. The MSPCS program involves assessment structures that promote an array of reflective, creative and analytic skills. In the MSPCS program, outstanding teaching is studied, sought, recognized and supported. By promoting structures that encourage professional development, a reflective school culture and research-based practices; MSPCS ensures that it will remain focused on its mission, vision, and continued goal to improve student achievement. The objective of teacher supervision, evaluation, and professional learning is to increase student achievement by encouraging and supporting the professional growth of all teachers. Administrators Assurance The MSPCS Supervision, Evaluation, and Professional Growth Plan will: Provide clear, concise, comprehensive teaching standards based on current research of best teaching practice. Provide a fair, clear system for teacher evaluation used on current research. Provide useful, timely feedback related to MSPCS teaching standards to guide professional development goals. Foster a culture of trust, mutual respect, and constructive professional dialogue, which encourages risk taking in a learning community. Refine the craft of teaching through reflection and risk-taking. Utilize data from student assessment to guide teaching practice as related to MSPCS teaching standards. Encourage teachers to chart their course for professional development. Value the diversity of teachers perspective, skills, knowledge, and practice. All MSPCS educators will have: Support and encouragement from the Preschool Director, Headmaster and other staff members. Reviewed procedures and be informed on the supervision and evaluation format and forms. Professional development goals that incorporate one or more of the MSPCS Teaching Standards. Numerous opportunities to be observed through walkthroughs. An annual formal written observation grounded on teacher reflection and growth. Opportunities to discuss their growth with the Preschool Director or Headmaster. Guidelines: All employees will be formally evaluated at least once a year. Each director will be responsible for assessing the teachers and staff members immediately under his/her supervision. The Headmaster will be responsible for the evaluations of the directors, the accounting staff, and other support staff, and the commission will be responsible for the assessment of the Headmaster. The evaluations will be based principally on formal observations of the staff member and interviews with the staff member. Observations and opinions of third parties (parents, other staff members, individual commission members, etc.) may only be taken into account if the staff member being evaluated is given an opportunity to respond to the third partys questions/concerns raised before the finalization of the evaluation. The evaluation will be considered finalized when the staff member being evaluated and the one responsible for the evaluation both acknowledge by signature that the assessment has been discussed in detail. When the evaluation is finalized, the Headmaster will place it in that staff members personnel file. Other appropriate inclusions in the archive of staff would include letters of commendation or reprimand, as well as any responses, comments, or relevant data the staff member may wish to add. Under no conditions will a staff members personnel file be made public to other staff members, parents, or anyone outside MSPCS line of authority. The file of staff may be used by an authorized representative of MSPCS to draft a letter of recommendation to a prospective employer. The file is only to be used for purposes of refreshing the memory and is not to be reproduced for the prospective employer. The Evaluations/Personnel File Policy, entirely rewritten in 2016, from the original policy that was not a policy but more of an outline of procedures. In the original policy, there was no mention of school beliefs or the purposes of the assessment. Also, the wording in the original policy was punitive and full of if-than statements as opposed to helping an educator grow and develop their skills. Often formal evaluations cause stress to an educator, because of the judgment or perception of another persons point of view placed on the individual. At MSPCS, the elimination of judgment and the focus on individual improvement and self-reflection help create a positive experience for all parties during evaluations. Marzanos model of instructional evaluation focuses on specific strategies and how well they are working. Taken one step further, MSPCS adds a component where the teacher generates the level of specificity during a self-reflection period and a pre-observation meeting with the administrator. During the pre-observation meeting, the teacher shares the learning targets for the students and how they plan to prepare the students for the lesson. The teacher provides a brief overview of the sequencing and strategies of the content of the lesson, how the students will practice or demonstrate the new content, and how students will summarize the lesson. During the meeting, the teach er selects an area they would like to improve upon and asks the administrator to assess him/her on a specific task or technique. Additionally, the teacher prescribes two or three questions that he/she would like the administrator to ask the students. During the observation, the administrator documents what is heard or seen, without opinion or judgment. He/She then moves around the room asking the prescribed questions the teacher presented to him/her during the pre-observation meeting and documents the answers the students gave to him/her. A post-observation meeting is held within a day or two to capture the momentum and to provide effective feedback. The meeting always begins with the question, On a scale of one to ten, ten being the best, what would you rate your lesson? Not one person in seven years of asking the question has rated themselves a ten, which means the conversation begins with the understanding that everyone has room to improve. Much of the conversation revolves around the administrator continually asking what do you think and why do you think type questions, because the process is a self-reflection, not a judgment of being good or poor. After analyzing the data, we set goals to work on for the next observation, which may not be a formal one. The idea of the evaluation as a growth process instead of a judgment allows teachers to step back and truly look inward at their practice in a non-threatening way. There are no plans to change this policy as it has proven to be very effective. Discipline Policy Student Section Objectives: To ensure consistent biblical discipline at Miami Shores Presbyterian Church School. Scope: This policy applies to all elementary students at Miami Shores Presbyterian Church School. Definitions: Discipline: The practice of instructing and training people to understand and adhere to rules or a code of behavior. Guidelines: Each class develops their student appropriate discipline guidelines. Under no circumstances is corporal punishment allowed. Staff members may not withhold the bathroom, withhold food or belittle the student. MSPCS believes that everyone has the right to experience a safe and friendly school environment. Therefore, we have expectations that students will: Keep hands, feet and all objects to themselves. Show respect for adults and other students. Cooperate and show self-control at all times. Follow directions the first time without questioning. Be prepared for class each day. Be punctual and attend class each day. The school will not tolerate any of the following behaviors and may be cause for expulsion: Verbal and physical fighting. Defacing or damaging school property. Theft of school or personal property. The use of profanity or name-calling. Procedures: When a student violates classroom/school rules for the first time, teachers will discuss the infraction with the student and document the incident. In the event a student commits a second infraction, the teacher will contact the parent to discuss the issue and document the parent/teacher conference as a Step Two Referral. A parent must be contacted for a StepTwo Referral to be completed. If a third infraction occurs, the StepThree Referral must be documented on the referral form. If the student is disrupting the class to the point where learning cannot take place in the classroom, they may be sent to speak with the Preschool Director or Headmaster. If infractions continue to occur and are impeding upon the learning process for the student and others, the student may be sent home. A follow-up meeting will happen with the Preschool Director or Headmaster when the student returns to school. This session will be reflective in nature and to set guidelines and goals for the student to meet. All missed class work due to an infraction of a rule must be completed at home and returned to the teacher when the student arrives back to school. Transgressions, including but not limited to fighting, weapons, severe disrespect, bullying, etc. will result in disciplinary action which may include dismissal from school, even for a first offense. Also, if the MSPCS staff identify, through the course of observation and discussion with parents, that a students particular behavioral issues are beyond the capacity of the program to serve them, the school reserves the right to terminate enrollment at any time. The Discipline Policy is an original policy from the prior administration, there is no reference number, and the creation date and author are unknown. All schools have a discipline policy because it is a critical element in maintaining a safe environment for students and staff. In many schools, a discipline policy states all of the things a student cannot do and what will happen if they do it. At MSPCS, the student discipline policy is more of a threat of words on paper, because the current administration does not believe in sending students home as a punishment. Skiba, Shure, Middelberg, Baker (2011) offer there is no evidence proving that discipline practices that eliminate students from classes by the punitive acts of suspensions and expulsions help to improve either student behavior or school climate. Instead of sending a student home, where they will often be unsupervised, developing an effective intervention at school is more in line with the schools Caring Community philosophy. Another part of this policy that is inaccurate is in the first line that states consistent biblical discipline. The Bibles view on discipline clearly demands that parents be responsible and diligent in spanking, but strongly prohibits physical abuse of any kind (Ingram, 2006). Further, in the MSPCS student discipline policy, it states under no circumstances is corporal punishment allowed. At MSPCS, the administration is not reinforcing the written policy properly, and the language in the policy is sending mixed messages to our families. An easy fix to the discrepancy is to eliminate the word biblical from the policy. However, a complete rewrite of the policy is necessary to match the schools philosophy of a Caring Community and preserving dignity for all. The Caring Community requires a positive-based discipline program where students are self-reflective and empowered while maintaining their dignity. The goal is for students to take responsibility for their actions and learn from each of their experiences. At MSPCS, the school teaches students to look inward to work towards developing intrinsic motivation, while at the same time reducing teacher-centric external motivation. The objective is to influence change in a students undesirable behavior through conversation, demonstration, and sending a consistent message. At MSPCS teachers receive training in the art of being an authoritative classroom leader. Bear (2010) states, An authoritative teacher set high standards and hold high expectations; enforce rules and standards in a firm, fair, and consistent manner; and promote autonomy by encouraging students active participatio

Home Schools V.S. Public Schools Essay -- Education Learning Papers

Home Schools V.S. Public Schools How would your life be different if you were home schooled? Perhaps you were. If not though, do you think that you would be on the same academic path that you are on now? In the case of Evenstar Perez, it made her life very different. Evenstar started out going to a public school from first grade through fifth, but it wasn’t until she entered into sixth grade that she began to be home schooled. Evenstar mentioned, â€Å"At first the transition was difficult because I was so used to the public schools system of doing things, but later I became better adapted.† When asked what advantages she felt she gained from her home school experience, Evenstar replied, â€Å"A lot.† She then went on to explain how she got ahead of students her age at public schools; â€Å"I got way ahead in my math classes. While most students in my grade at public schools were taking algebra, I was taking geometry.† Evenstar had the ability to experience both a public school a nd home school educational experience and stated that the home school experience allowed for more personal time and individual attention. She explained, â€Å"There is more time to study, you can work at your own pace, and you can get more done in the home school environment.† It becomes clear through talking with Evenstar that home schooling had a positive impact on her life. Presently in America, there are 1.5 million students who participate in home schooling. This amount constitutes for about 2.8% of all of the students that do not attend either a private or public school for the grades K-12 (Cai 1). It has been, and continues today, to be an ongoing debate over whether home schooling or public schooling offers a better education for a student. Ther... ... (2002): 1-15. Cartland, Jenifer, Ruch Ross, Holly S. Henry, and David B. Adolescence. â€Å"Feeling At Home In One’s School: A First Look At A New Measure.† Academic Search Premier. 38 (2003): 1-12. Eley, Mark G. â€Å"Making the Home School Connection.† Academic Search Premier. 59 (2002): 1-3. Raver, Cybele C. â€Å"Young Children’s Emotional Development and School Readiness.† Department of Education. (2003): 1-6. Ray, Brian D. â€Å"Customization Through Home Schooling.† Educational Leadership. 59 (2002): 1-6. Rivero, Lisa. â€Å"Progressive Digressions: Home Schooling For Self Actulization.† Roeper Review. 24 (2002): 1-12. Ryan, Kevin, and James M. Cooper. Those Who Can, Teach. Boston: Houghton Miflin Company, 2004. Sheehan, Michele. â€Å"Dancing With Monica: Personal Perceptions of a Home School Mom.† Roeper Review. 24 (2002): 1-11. Home Schools V.S. Public Schools Essay -- Education Learning Papers Home Schools V.S. Public Schools How would your life be different if you were home schooled? Perhaps you were. If not though, do you think that you would be on the same academic path that you are on now? In the case of Evenstar Perez, it made her life very different. Evenstar started out going to a public school from first grade through fifth, but it wasn’t until she entered into sixth grade that she began to be home schooled. Evenstar mentioned, â€Å"At first the transition was difficult because I was so used to the public schools system of doing things, but later I became better adapted.† When asked what advantages she felt she gained from her home school experience, Evenstar replied, â€Å"A lot.† She then went on to explain how she got ahead of students her age at public schools; â€Å"I got way ahead in my math classes. While most students in my grade at public schools were taking algebra, I was taking geometry.† Evenstar had the ability to experience both a public school a nd home school educational experience and stated that the home school experience allowed for more personal time and individual attention. She explained, â€Å"There is more time to study, you can work at your own pace, and you can get more done in the home school environment.† It becomes clear through talking with Evenstar that home schooling had a positive impact on her life. Presently in America, there are 1.5 million students who participate in home schooling. This amount constitutes for about 2.8% of all of the students that do not attend either a private or public school for the grades K-12 (Cai 1). It has been, and continues today, to be an ongoing debate over whether home schooling or public schooling offers a better education for a student. Ther... ... (2002): 1-15. Cartland, Jenifer, Ruch Ross, Holly S. Henry, and David B. Adolescence. â€Å"Feeling At Home In One’s School: A First Look At A New Measure.† Academic Search Premier. 38 (2003): 1-12. Eley, Mark G. â€Å"Making the Home School Connection.† Academic Search Premier. 59 (2002): 1-3. Raver, Cybele C. â€Å"Young Children’s Emotional Development and School Readiness.† Department of Education. (2003): 1-6. Ray, Brian D. â€Å"Customization Through Home Schooling.† Educational Leadership. 59 (2002): 1-6. Rivero, Lisa. â€Å"Progressive Digressions: Home Schooling For Self Actulization.† Roeper Review. 24 (2002): 1-12. Ryan, Kevin, and James M. Cooper. Those Who Can, Teach. Boston: Houghton Miflin Company, 2004. Sheehan, Michele. â€Å"Dancing With Monica: Personal Perceptions of a Home School Mom.† Roeper Review. 24 (2002): 1-11.

Essay --

Born on 21 September 1866 in Bromley in Kent County, England, Herbert George Wells (H.G. Wells) was the youngest of 7 children of Joseph Wells and Sarah Neal. The Wells family deteriorated due to poverty and the marriage was not that happy; Joseph and Sarah would later live separately, though neither married another. (http://www.online-literature.com/wellshg/) His father launched a fruitless store that sells glassware and cricket equipment. Herbert’s father was also a skilled cricket player who earned sufficient money to support his family by playing cricket professionally (http://www.egs.edu/library/herbert-george-wells/biography/). Wells was born to parents who tried but failed to escape their lower class statues. His father’s earnings as a professional cricket player was the only thing that is keeping them alive, but even this failed when he was handicapped in an accident. Because of this, Wells began his vain attempts to find a job. (http://www.war-ofthe-worlds.co.uk/h_g_wells.htm). Herbert was an avid reader at an early age but it would take some time before his skills as a writer were discovered. He went and studied in Thomas Morley’s Academy for several years before poverty forced him to drop out and look for a job. He became an apprentice to a draper, but Wells did not like his job and became a pupil-teacher at Midhurst Grammar School in 1883. When Herbert was granted a scholarship to the Normal School of Science in London, he became interested and began his studies in biology and Darwinian principles under Thomas Henry Huxley (http://www.online-literature.com/wellshg/). Class became difficult for him, so he dropped out without a degree, and in 1888, moved to London University. He was given his degree in B.S. in Zoology i... ...ian ages of England into his view of the future if capitalism continues to prevail. Wells also included his knowledge of the Darwinian principles to further discredit capitalism (http://www.gradesaver.com/the-time-machine/study-guide/about/). Wells was able to optimize his usage of themes that are evident all throughout the novel. One of the dominant themes present in the novel was the severe discrimination of social classes. Wells grew up during the time where the upper class were harsh to the lower class, and Wells captured this in his novel. In the story, the Eloi made the Morlocks into their servants, wherein they became extremely dependent on them for their survival. Morlocks, in the other hand, are oppressed and they began to rebel against the Eloi (http://www.hyperink.com/Major-Themes-And-Symbols-In-The-Time-Machine-b930a15). Capitalism and communism Essay -- Born on 21 September 1866 in Bromley in Kent County, England, Herbert George Wells (H.G. Wells) was the youngest of 7 children of Joseph Wells and Sarah Neal. The Wells family deteriorated due to poverty and the marriage was not that happy; Joseph and Sarah would later live separately, though neither married another. (http://www.online-literature.com/wellshg/) His father launched a fruitless store that sells glassware and cricket equipment. Herbert’s father was also a skilled cricket player who earned sufficient money to support his family by playing cricket professionally (http://www.egs.edu/library/herbert-george-wells/biography/). Wells was born to parents who tried but failed to escape their lower class statues. His father’s earnings as a professional cricket player was the only thing that is keeping them alive, but even this failed when he was handicapped in an accident. Because of this, Wells began his vain attempts to find a job. (http://www.war-ofthe-worlds.co.uk/h_g_wells.htm). Herbert was an avid reader at an early age but it would take some time before his skills as a writer were discovered. He went and studied in Thomas Morley’s Academy for several years before poverty forced him to drop out and look for a job. He became an apprentice to a draper, but Wells did not like his job and became a pupil-teacher at Midhurst Grammar School in 1883. When Herbert was granted a scholarship to the Normal School of Science in London, he became interested and began his studies in biology and Darwinian principles under Thomas Henry Huxley (http://www.online-literature.com/wellshg/). Class became difficult for him, so he dropped out without a degree, and in 1888, moved to London University. He was given his degree in B.S. in Zoology i... ...ian ages of England into his view of the future if capitalism continues to prevail. Wells also included his knowledge of the Darwinian principles to further discredit capitalism (http://www.gradesaver.com/the-time-machine/study-guide/about/). Wells was able to optimize his usage of themes that are evident all throughout the novel. One of the dominant themes present in the novel was the severe discrimination of social classes. Wells grew up during the time where the upper class were harsh to the lower class, and Wells captured this in his novel. In the story, the Eloi made the Morlocks into their servants, wherein they became extremely dependent on them for their survival. Morlocks, in the other hand, are oppressed and they began to rebel against the Eloi (http://www.hyperink.com/Major-Themes-And-Symbols-In-The-Time-Machine-b930a15). Capitalism and communism