Social Impact Of Financial In Management †Myassignmenthelp.Com

Question: Talk About the Social Impact of Financial In Management? Answer: Presentation At the point when the money related establishments or resources out of nowhere face a drop in their worth, such a circumstance is called monetary emergency. With the assistance of this article, we will investigate the worldwide money related emergency, the explanations behind the event of the equivalent, and the moves that can be made for recuperation from the equivalent (IEA, 2009). We are additionally going to concentrate how the money related emergency can affect the general public in monetary and different viewpoints and how the way to recuperation from the emergency is brimming with difficulties for the business, the administrations world over and the general public on the loose. As a common society, we have to comprehend that we are answerable for the financial prosperity of our nation and the world. It has been expressed by different monetary pioneers and budgetary investigators that there is little we can do to keep a money related emergency from occurring (Dullien, et al., 2 010). What we can do anyway is to plan and configuration out money related and political foundations so that the nation and the world can get by with least conceivable misfortune. There have been different remarks made for the forecast of the monetary emergency and protecting oneself from its effects however the money related emergency has a spiraling and sweeping impact on the economy and the general public which has enduring results (European Union, 2013). During a budgetary emergency, the interest for cash in the market is not exactly the flexibly and this outcomes in the drop in the costs of the advantages. This causes the market less fluid and the banks and other monetary establishments to need to compensate for the misfortune in the cash flexibly in the market (Verick Islam, 2010). The budgetary emergency brings about huge scope joblessness, mergers, evaporating of credit lines and liquidations. In the general public, it prompts polarization as the rich get more extravagant an d the poor get less fortunate and the individual and social outcomes of financial emergency additionally bring about an ascent of populist attempts of the political pioneers who see an open door in this circumstance. This report covers every one of these effects in detail and basically dissects them to see the complexities that the business and the general public needs to confront following a financial emergency (Program, 2012). Monetary emergency: Impact on the general public The money related emergency or disturbance and its belongings are not simply restricted to the economy of the countries and the world. They have cultural, good and moral effects also. The transient direction and the free enterprise attitude are viewed as the most favored framework for riches creation. A monetary emergency happens when there is a lack of venture capital in the market and the speculators couldn't get any credit source because of this. At the point when we talk about the financial emergency, the one time that stands apart is the monetary emergency of 2007 2008. The biggest fiasco to ever hit the economy was this emergency that evacuated a portion of the major money related organizations and business houses (Milio, et al., 2014). Despite the fact that there have been various stoppages in the economy, none has had the option to coordinate the huge effect of the one out of 2008. The financial emergency of 2008 prompted mass joblessness, fiscal misfortune, fall in costs and immense monetary misfortune for all the significant economies of the world. In this article, we are going to consider the social point of view of the monetary emergency and how the lull in the economy impacts the elements and usefulness of the general public on the loose. The monetary emergency, be it for a specific economy or for the world, causes a domino impact. It prompts the deceleration of the monetary development and constriction of the economies and their range. The lodging and land showcase breakdown when there are no takers even with the exponential fall in the costs. This in the long run prompts compression of exchange among the world economies and causes the inversion of capital stream from private players (Ramesh, 2009). The monetary emergency likewise causes expanded instability and fall in costs for different wares. The confidence of regular open on the money related foundations was decreased as the greater part of them couldn't withstand the agitation. In many natio ns, the maternal death rate just as baby death rate went up for all the countries experiencing the emergency and the incomes from the movement and relaxation industry diminished forcefully. There were different advances taken by the nations to pad the impacts of the emergency and balance out the economies. The majority of there were coordinated towards the monetary working conditions, yet some were additionally taken to improve the decayed states of the general public (Organization, 2011). Each change or progress in the general public effects its course of improvement and changes its way of movement. The financial emergency and its downturn was extreme to such an extent that the economies keep on experiencing it even about 10 years after the fact. The recuperation has been extremely moderate and a portion of the associations were always extremely unable to recover from the blow of the financial log jam. The powerless recuperation has energized a portion of the major political discus sions and has slanted the legislative issues towards populism. It has additionally brought about polarization and lopsided dispersion of the riches among the different areas of the general public (Hayashi, 2009). Social polarization and ascent of populism The general public and the economy faces a monstrous blow at the hour of financial stoppage. It brings about neediness, joblessness, avoidance and social polarization. The ascent in joblessness prompts a precarious decrease in the confidence of the individuals in financial establishments. The financial states of the countries incorporate the broad joblessness and loss of trusts in the forthcoming ages. The absence of occupations likewise prompts destitution, separation, brutality and xenophobia. The wild joblessness made the individuals take up aptitudes preparing and independent work (Anduiza Rico, 2016). The socio-environmental effect of monetary emergency is connected the economy and its patterns to the natural advances and the obligation that we are bringing because of extension up on the planet without a breaking point to it. The presentation of business morals and supportable development of the economy may manage the world and the created economies generally, towards a steady e conomy. The socio-specialized viewpoint of monetary log jam can be concentrated by examining the innovative headways (Kriesi Pappas, 2014). Numerous market analysts interface one with the other. Some of them have even connected the major financial log jam with the goliath web and website air pocket of the 90s. The log jam unquestionably has durable negative consequences for the mechanical advances and yet it offers the chance to the majority to turn towards the green innovation and sustainable power sources. The socio-mechanical change in outlook and the framework with manageable improvement may offer path to an economy that has less vacillations and increases with a consistent pace and development rate (Durant Hirsch, 2013). The political viewpoint of this monetary downturn can be concentrated with the adjustment in the standpoint of the majority and their day of work in context towards their pioneers. The monetary log jam brought about a pestilence of question and disappointment towards the pioneers. The open lost certainty on their pioneers as they were vulnerable at the hour of downturn and the open shock was additionally connected with the amassing of cash with the most noteworthy monetary fragments and disparity in the appropriation of riches among the different areas of the general public. They prompted the modification of intensity structures and chain of importance to more readily comprehend and deal with the open anguish. General society griped of social polarization and disparity among the majority (Magri, 2016). The attachment among the social orders drops because of polarization and they fracture further separated along these lines. Polarization impacts the more vulnerable areas of the genera l public the most as they are the ones who endure a more prominent misfortune. At the point when the assets are unevenly circulated and scant, the poor get more unfortunate and along these lines they are the ones requiring more noteworthy help from the political pioneers and the general public on the loose. The danger of polarization gets much higher at the hour of monetary log jam. The individuals will in general get some distance from the current political establishments. Polarization demonstrated towards danger of an uprising or common war in the nation. This is apparent from the instances of different Africana countries when the legislature couldn't disseminate the assets equally among the populace. Urban Poverty is another new idea that has come into picture as of late. This is additionally a result of polarization of the general public. The huge distinction between the high class and lower class in the general public prompts hardship of riches and assets. Financial uprooting a nd resettlement causes the convergence of monetary improvement in barely any pieces of the nation and in spite of the fact that the whole country is advancing and creating, the turn of events and progress is restricted to these couple of territories as it were. Polarization can be handled with earlier arranging and decrease in pay incongruities (Perruci Sanderson, 1989). This can possibly occur if the individuals are furnished with the aptitudes and offices required. The United States, which is the greatest economy on the planet, represents the most elevated pay dissimilarity. This additionally prompts intentional isolation where individuals of comparative monetary class happen to live respectively in a territory. The individuals having a place with higher monetary gatherings for the most part will in general move away from the regions where the individuals having a place with lower financial gatherings are found. While more often than not this is self-authorized, now and again this is likewise done willfully by the financial areas. The legislatures may attempt to break this pattern, yet even the closeness of the helpless segments with the wealthy doesn't realize improvement or any advantage to the more vulnerable areas. The urban polarization is a perplexing subject

Traditional vs Modern Architecture design in Shanghai, China Essay

Conventional versus Modern Architecture configuration in Shanghai, China - Essay Example which would help China associating with the world. During the 1930s and 1940s there were just a couple of structures being worked in Shanghai. During 1970s because of the political unsettlement even those structure that had a high customary worth were taken over by the legislature and given to those individuals who needed houses to live in. (Wong) In Shanghai there are two primary sorts of conventional structures. The first is of government structures or properties possessed by corporate specialists for instance government central command, office structures, banks, inns and so forth. The other kind is of private structures. The engineering and structure of these sorts of structures were just founded on western ideas with an all around assembled neo-old style plan which was normally found in Europe or the United States. In the old city areas private houses were spread everywhere throughout the territory, this spots another kind of design in Shanghai. Under this there were two sorts. The first were extravagant houses with gardens which were made for the rich, the other was little houses made for average folks. Skyscraper high rises began to become visible in Shanghai in the late 1920s as innovation improved. These structure normally rose to 15 stories and had elevators for the comfort of individuals. (Wong) Shanghai comprises of numerous structures and structures of various engineering styles. On the bank of the Huangpa River is The Bund, it contains a rich accumulation of mid twentieth century engineering, which extends in strategy from neo-old style HSBC working to Sassoon House which depends on the topic of workmanship deco. The French Concession which is a past outside concession is likewise all around protected. Despite the fact that there is broad improvement the old city of Shanghai despite everything clutches structures which are of legacy esteem , for instance the Yuyuan Garden, a profoundly organized nursery in the Jiangnan style. The city additionally comprises of

Older People With Stroke Health And Social Care Essay Free Essays

An expected 150,000 individuals have a shot in the UK every twelvemonth ( Scots Stroke Care Audit 2005/2006 ) with a mortality of more than 67,000 ( British Heart Foundation, 2005 ) . It is the third most regular reason for expire in England and Wales, after chest ailment and harmful neoplastic ailment ( NHS, 2001 ) .This is in similarity with the investigation distributed by World Health Organization expressing, â€Å" shot is the third most elevated reason for horribleness and mortality in the created conditions of the universe, in a split second after ischaemic chest ailment and dangerous ailments ( WHO, 2008 ) . We will compose a custom article test on More established People With Stroke Health And Social Care Essay or on the other hand any comparable theme just for you Request Now Since shots are normal and lead to huge disablement and sick wellbeing, a major extent of the NHS spending plan is spent on taking care of individuals who have endured a shot. The immediate expense of shot to the NHS is evaluated to be ?2.8 billion. The expense to the more extensive financial framework is ?1.8 billion ( NHS, 2001 ) .Thus a necessities examination of this populace gathering may help comprehend the elaboratenesss of this issue. This task targets giving a short history of the elements demonstration uponing the health of individuals who have endured shot and more distant program and warrant a wellbeing needs evaluation for the equivalent. It will other than attempt to gracefully a basic investigation of an important wellbeing arrangement and its effect on the influenced populace. Stroke: Definition and Hazard Factors The World Health Organization characterizes stroke as â€Å" a status brought about by the break of the blood flexibly to the encephalon, ordinarily in light of the fact that a blood vas blasts or is obstructed by a coagulum. This cuts off the gracefully of O and nourishments, doing damage to the encephalon tissue † . The impacts of a shot relies upon which bit of the encephalon is harmed and how seriously it is influenced. An extremely horrible shot can do abrupt perish ( WHO, 2008 ) . Arranged physiologic and ailments can accelerate shot. The peril components can be sorted into natural, ecological, financial and social. There is much of the time an interchange of at least two factors that property to dismalness. Organic: These incorporate age, sex and familial affectability. The individual the majority of import factor that builds the chances of shot triple is the age of the individual ( Fisher, 2001 ) . Age People groups most at risk for shot are more seasoned adults, exceptionally those with high blood power per unit zone, who are stationary, plump, seethe, or have diabetes. Occurrence rises exponentially with age and greater part of them happen in people more seasoned than 65 mature ages ( Fisher, 2001 ) . Wolfe, Rudd A ; Beech ( 1996 ) states that the risk of shot pairs with each successive decennary beyond 55 years old. More seasoned age is other than connected with higher paces of post-stroke insanity. Sexual orientation In most age bunches aside from more established adults, shot is more typical in work powers than in grown-up females. Be that as it may, it slaughters more grown-up females than work powers, regardless of social gatherings ( Fisher, 2001 ) . This might be halfway because of the way that grown-up females will in general populate longer than work powers, and shot is increasingly basic among more seasoned adults. Ladies history for around 6 of every 10 shot perishes ( NHS, 2001 ) . Race and Ethnicity In each piece various a populace in England and Wales, the minority populace, especially those having a place with the African and South Asian start, face a fundamentally higher danger for shot and expire from shot than the English ( Wolfe, 1996 ) . They other than have a higher predominance of meatiness, diabetes, and hypertension than different gatherings. In any case, surveies recommend that financial factors other than influence these distinctions. Way of life Factors Smoke: A Peoples who smoke a regiment a twenty-four hours have around more than multiple times the peril for shot as nonsmokers. Smoke increases both hemorrhagic and ischaemic shot risk ( Wolfe, 1996 ) . The danger for shot may remain raised for each piece long as 14 mature ages in the wake of ending, consequently a prior quit is suggested ( NHS, 2001 ) . Diet: Unhealthy eating regimen ( soaked fat, high Na ) can loan to chest sickness, high blood power per unit region, and plumpness, which are all peril factors for shot ( Winter, 2001 ) . Physical Inaction: Lack of normal practicing can build the peril of meatiness, diabetes, and hapless course, which increment the risk of shot. Liquor and Drug Abuse: Alcohol abuse, including bash soaking up, builds the danger of shot. Medication abuse, particularly with cocaine or Methedrine, is a central point of shot in youthful adults. Anabolic steroids, utilized for lifting weights and athleticss improving, other than increment shot peril. Heart and Vascular Diseases Coronary illness and shot are intently tied for some grounds. People groups who have one chest or vascular status ( high blood power per unit zone, high cholesterin, chest ailment, diabetes, fringe arteria sickness ) are at expanded peril for creating other related conditions ( British Heart Foundation, 2005 ) . Hypertension. High blood power per unit region ( hypertension ) adds to around 70 % everything being equal. Hypertensive individuals have up to multiple times the ordinary peril of shot, contingent upon the disagreeableness of the blood power per unit zone within the sight of other risk factors. Hypertension is other than an of import reason for supposed soundless scholarly infarcts, or obstacles, in the blood vass in the encephalon ( little strokes ) that may anticipate significant shot. Controling blood power per unit region is exceptionally of import for stroke bar. A meta-investigation of nine imminent surveies, including 420,000 people followed for 10 mature ages, found that shot risk expanded by 46 % for each 7.5-mm Hg expansion in diastolic blood power per unit zone ( Fisher,2001 ) . Atrial Fibrillation. Atrial fibrillation, a significant risk factor for shot, is a chest beat upset in which the atria ( the upper Chamberss in the chest ) beat actually quickly and nonrhythmically ( British Heart Foundation, 2005 ) . Between 2 †4 % of patients with atrial fibrillation with no history of TIA or shot will hold an ischaemic shot over the class of the twelvemonth. Of those with atrial fibrillation, the peril all things considered is most elevated in those more seasoned than age 75, with chest disappointment or hypertrophied chest, coronary arteria malady, history of coagulums, diabetes, or chest valve abnormalcies ( Winter, 2001 ) . Diabetess Coronary illness and shot are the prima reasons for perish in individuals with diabetes. Diabetes is second simply to high blood power per unit zone as the main risk factor for shot. The danger is most noteworthy for adults newly determined to have type 2 diabetes and patients with diabetes who are more youthful than age 55. African americans with diabetes are at much higher peril for took shots at a more youthful age ( Wolfe, 1996 ) . Diabetes is an unconventionally solid risk factor for ischaemic shot, perhaps in light of append toing peril factors, for example, meatiness and high blood power per unit region. Meatiness and Metabolic Syndrome Meatiness may build the danger for both ischaemic and haemorrhagic shot autonomously of other peril factors that habitually coincide with additional weight, including diabetes, high blood power per unit territory, and unfortunate cholesterin degree ( Winter, 2001 ) . Weight that is revolved around the venters ( the supposed apple structure ) has an unconventionally high relationship with shot, as it accomplishes for chest ailment, in contrasting with trouble circulated around hips ( pear-shape ) . Stroke being a syndromic unwellness, the health requests of those at risk and station shot subsisters are fluctuated and need due thought. Wellbeing Needs Assessment in Stroke Survivors Wellbeing requests evaluation orchestrating to the NHS health requests appraisal exercise manual is an orderly reappraisal of the health issues standing up to a populace taking to hold priorities and asset assignment that will better health and chop down disparities. This guarantees any activity taken limits mischief to health, and may better it for those with the most to determine. In impossible to miss, shot is a taking reason for adult disablement ( Raina, 1998 ) . The trip of consideration for shot is of unexpected approaching, intense hospital consideration followed by restoration and come back to network populating. Of new shot subsisters, an expected 56 % go straight home after intense consideration, 32 % go to inpatient recovery, and 11 % go to since a long time ago run consideration establishments ( NHS, 2001 ) . Stroke subsisters coming back to the network much of the time experience difficulties executing each twenty-four hours exercises like dressing, eating, and portabil ity that can last great into the main twelvemonth post-stroke ( Mayo, 2002 ) . It is other than typically connected with subjective adjustments ( for example , 26.3 % of ischaemic shot subsisters are determined to have hysteria ( Desmond, 2000 ) . Parental figures offer key help to these people when they return place with changing degrees of physical and psychological difficulty. The examination of wellbeing requests, includes a blend of epidemiological evaluation of malady predominance, the rating of the effectivity of intercession and consideration choices, and their near expenses and effectivity, investigation of bing action and asset informations, and utilization of this discernment to populaces ( Bowling, 2009 ) . In this manner blending to pallant ( 2002 ) it is of import to put the ‘needs ‘ non ‘wants ‘ in order to achieve mensurable advancement from a mediation. As this includes clasp and endeavors and outcomes in significant long haul benefits for the individuals who embrace it and for the populace evaluated. Consequently it has pulled in the inclusion of arrangement shapers, health monetary master and wellbeing experts to satisfy single and populace requests to upgrade asset use ( Lari A ; Gari,

Understanding of Molar Mass of Air Research Paper - 825 Words

Understanding of Molar Mass of Air Research Paper (Coursework Sample) Content: NameInstructorDateThe molar mass of airIntroductionThe air that keeps us alive, the gas that is used to preserve soft drinks; balloons we use on fancy occasions are explicit examples of the gases. Gases have their specific physical behaviors which are well described by the scientific laws. The laws have been in experimentation for many years. On the experiment this week would be carrying out an elaborate experiment on the quantitative trait of the gasses. The experiment we have carried out helps us have a good understanding of the physical characteristics of the gases. The experiment is an inquiry of one of the comprehensive gas laws. The gas law could be stated as an equation: PV=Nrt ( Zumdahl and Zumadahl, 2009) . The symbols could be defined as:P= gas pressureV= volume of the gasn= the number of gas molesR=the constant of the gas which is equal to 0.082057L atm /K molT= gas temperature measured in KelvinThe equation above gives us a very pertinent and general des cription of the ideal gas. However the ideal gas may not have absolute physical traits. The equation therefore provides a basis for the experimentation that we performed. When the 4 of the 5 variables for the equations are known the equation may acquire a different arrangement which may make it easy to solve for the unknown value. When describing a gas based on the physical characteristics, it is prudent to take note that gases appear in fluid form. Conventionally, people think that only liquids are fluids, but it should be noted that even the gases are fluids too. For a substance to be referred to as fluid, it must be able to flow and change shape with a lot of ease to fill the container.ResultsThe molecular weight of the air data sheet3.44g1.78g3.45g Trial1 trial2 trial 3 average Part 1: M air filled balloon=0.6781.671.72gM He filled balloon=1.72g1.380.69 1.74m=1.00gatm1.00gatm1.00gatm Part twoPressure p=1.58L1.605L1.605LVolume v=24OC24OC23.90CTemperature T=297.05oK 297.05o K 297.15oKCalculation of the moles n of the gas in the balloons applying the values for the P.V and T above for each of the trialsTrial onen= PVRT1.00g1.67L0.082atm297.5Kn= 0.0683Trial twon=PVRT 1.00gatm1.605L0.082atm297.15Kn=0.665Trial threen=PVRT1.00gatm1.585L0.082297.15Kn=0.0656AverageTrial two+ trial two+ trial three 30.0683+0.0665+0.06563Answer = 0.668The equation m=M air filled balloons=M air filled balloons with m= nftl (here the nftl indicates the molecular weight)The equation can be used find the molecular weight of the gas,nftl air=nftlHeM air = m+nHe MHen air1.383+(0.0668)0.0668= 24.268g/molBelow is the comparison of the molecular weight of gas to the theoretical weight of the dry air as given by the TAacceptable value-experimental value acceptable value100%=error28.96-24.26828.96100=16.20%DiscussionTo find the molecular weigh...

Yoga as an Effective Treatment for Children with Autism - Free Essay Example

Sample details Pages: 6 Words: 1770 Downloads: 10 Date added: 2019/07/31 Category Sports Essay Level High school Topics: Yoga Essay Did you like this example? Yoga in modernity is manifested in many forms and has attained a large popular following among those seeking a spiritual or physical respite from hectic and demanding lifestyles. It is most typically known to be a series of poses and muscle control accompanied by breathing exercises. And this is true. Don’t waste time! Our writers will create an original "Yoga as an Effective Treatment for Children with Autism" essay for you Create order However, the modern iteration of yoga is a tradition rooted in millennia old Buddhist practices (Mathews et al.). Only after such a duration of practice and record of successful outcomes for a panoply of physical and mental ailments, has it become an evidence-based, effective treatment for Autsim Spectrum Disorder (ASD) that is frequently looked toward to be incorporated by parents, ESE teachers, and therapists (Radhakrishna et al.). ASD is of unknown origin and is without cure, therefore many traditional and non-traditional treatments are used as approaches to mitigate the stereotypical symptoms. Yoga happens to be one that is increasing in popularity and its origin and purpose in self-awareness and self-knowledge reveal why. The word yoga means to link with the divine and it is the method through which ancient yogis connected with God. Yoga has a mixture of roots primarily established in India and used throughout Hinduism, Buddhism, and Jainism. At the earliest point in its history, yoga was also known as the path of liberation and was taught by learned instructors to pupils in the forest of Vedic India. During the sixth century BCE, a particular student sought the teachings of yoga. This student came to be known as the Buddha (Mathews et al.). The Buddha then practiced yoga and instilled it as a tenet of Buddhism after his enlightenment, along with additional practices that he himself designed, such as mindfulness, and the other principles as summarized in the Noble Eightfold Path (Rahula). It should be noted that according to Hanna et.al, Yoga and Buddhism are both characterized by their methods and means for attaining intuitive knowledge through the application of consciousness, leading beyond language and beyond subject or object distinctions. This notion of yoga only partly refers to the currently popular practice of assuming various physical postures, for example, as included in hatha yoga. However, it still involves specific mental practices designed to increase and enhance consciousness and awareness. This increase of mental and physical practices is particularly suited for children with ASD, whose stereotypical symptoms can benefit from becoming more aware of their physical and emotional selves. These practices indeed work to counter this very challenging symptom of ASD, which is the lack of self-regulation. ASD is a neurological disorder that hinders social communication and behavior regulation. It can be diagnosed at any age, however, it is usually manifested and diagnosed at approximately two years of age. Some stereotypical symptoms include lack of communication skills including complete lack of verbalization in some cases, inability to regulate their own emotions, gross body motor habits such as bouncing or arm flapping, intended to self regulate when the child has not learned appropriate techniques (NIMH ? » Autism Spectrum Disorder). Crucially, recent research claims that he does not necessarily direct, primary cognitive issues that cause autistic children to be deficient. However, it is a lack of early social interaction which prevents children from having as many opportunities to socialize and communicate as possible that secondarily causes their stereotypical symptoms, which is one main reason yoga at early intervention may be so effective (Loftin et al.) Based on the typical symptoms of autism it is a natural conclusion that the benefits of yoga which benefit the general population and typically developing humans would also served as a benefit for autistic children. There are a number of ways in which yoga may help. First he can provide social interaction opportunities in order to grow social communication skills next it can provide self regulation of gross motor movement through controlling of muscles third Ifff can provide emotional regulation threw common mental and respiratory exercises. As follows, much research exists to link yoga to the various clusters of symptoms of ASD. A good summary of the benefits of yoga and the various domains of improvement can be seen in the article, 6 Benefits of Yoga for Children with Autism. In it, Shawnee Hardy names Increased Social-Communication Skills, Awareness and Expression of Emotions, Reduced Anxiety, Reduction in Challenging Behaviors, Increased Body Awareness, and Positive Sense of Self . As follows, much research exists to link yoga to the various clusters of symptoms of ASD. In an article entitled, Social interaction and repetitive motor behaviors, repetitive motor behavior among students with ASD, including body rocking and hand flapping, is addressed. These stereotypes are visible among children with autism as a strategy for self-maintenance. The study showed that after group therapy and structured group play, these body motor stereotypes decreased. Unfortunately, only three students with autism participated in this study. They were established as identified with autism buy school system personnel. Again, the social interaction monitored included play with typically developing peers. The amount of social interaction experience by these students during their recess time correlated directly with a decrease in their repetitive body motor behaviors. Therefore social interaction per se, along with social interaction with typically developing peers can provide students with autism alternative ways to self-monitor. This will, of course, carryover into structu red yoga practice (Loftin et al.). This leads to even more specific studies wherein yoga has shown to be effective. As a continuation of the social implications of specific yoga practice with youth with ASD, the article, Effects of multimodal mandala yoga on social and emotional skills for youth with autism spectrum disorder: An exploratory study, analyzed how a multimodal Mandala yoga would effect youth with ASD. In the study, five students went to hour long yoga sessions, two times per week. Multimodal Mandala yoga included 26 circular partner/group poses, color and tracing sheets, rhythmic chanting, yoga cards, and games (Litchke et al.). The students were rated on mood and emotional scales both before and after the eight sessions and both rating scales showed improved social and mood measurements. The investigation finished up by establishing that a Mandala yoga program can encourage social and emotional development and advancement for male youth with ASD. It might likewise affect their family, network, and scholarly commitment. It also recommended further studies (Litchke et al.). Since social interaction is so important regarding quality of life for students with ASD, many studies seek to improve social interactions and social communication. Yet another article provides evidence of the high quality improvement yielded buy yoga regularly being practiced with students with ASD. In this study, six students with ASD participated in yoga along with their typical treatment and another six served as a control group exclusively doing sololy their typical treatment without the yoga. Assessments were taken on nine targeted behaviors before, during, and after the yoga therapy. The conclusion indicated that among the yoga group, social skills, and social communicative behaviors were improved, therefore improving quality of life. This article also makes mention that no single method of complementary and alternative medicine has proven as effective as yoga. Parents are eager to try it because it is effective and provides no negative side effects. Finally, the article discu sses yogas concentration on physiological and psychological processes, respiratory manipulation, postures and cognitive control, and how yoga practice throughout a lifetime will assist children with ASD (Radhakrishna et al.). The final study with yet more evidence that the thousand-year-old practice is improving the lives of even the most special among us, discusses the effect of a yoga training program on the severity of autism in children with high functioning autism. This study contains 29 children ages 7 to 15. Each child was randomly assigned to the control group or to the yoga group. At the beginning and end of the program the results of the autism evaluation checklist showed significant differences between the two groups, with regards to all scores on a checklist. This is yet another study that shows positive outcomes of yoga as practice in high functioning students with autism. The conclusion of the study sums it up well. Yoga employs structured, predictable patterns and environments which happen to be essential tools for children with autism. In classrooms for children with autism, these tenets of modeled discipline, structured familiarity, and the all important and social self-regulation. It als o mentions a sense of self-awareness; an awareness of the body muscles which assists children with autism in controlling their physical tendencies to move rapidly and repetitively. Student paying attention to their breathing and their emotional regulation also occurs through yoga and is beneficial for children with ASD (Sotoodeh et al.). Study after study shows evidence that this method is obviously successful. Not only does it improve the social interaction and language, it is a good way to help students with ASD become altogether more adjusted. Another excellent facet of yoga is that it works multiple skills at once. As mentioned before, not only is this a language improvement strategy but it also improve social skills, organization, patience, self-maintenance and more. When applied to activities with manual dexterity, structured yoga can also improve motor skills. Students with ASD practicing yoga is a naturally following addendum to the notion of society at large performing yoga and passing that success along to their neural atypical counterparts. Works Cited NIMH ? » Autism Spectrum Disorder. Nimh.Nih.Gov, 2018, https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd/index.shtml. Accessed 3 Nov 2018. HANNA, FRED J. et al. Recovering The Original Phenomenological Research Method: An Exploration Of Husserl, Yoga, Buddhism, And New Frontiers In Humanistic Counseling. The Journal Of Humanistic Counseling, vol 56, no. 2, 2017, pp. 144-162. Wiley, doi:10.1002/johc.12049. Hardy, Shawnee. 6 Benefits Of Yoga For Children With Autism Autism Parenting Magazine. Autism Parenting Magazine, 2018, https://www.autismparentingmagazine.com/creating-inner-peace-the-benefits-of-yoga-for-children-with-autism-spectrum-disorder/. Accessed 3 Nov 2018. Litchke, Lyn et al. Effects Of Multimodal Mandala Yoga On Social And Emotional Skills For Youth With Autism Spectrum Disorder: An Exploratory Study. Doaj.Org, 2018, https://doaj.org/article/228f980884df43b88044a9428a526d03. Accessed 3 Nov 2018. Loftin, Rachel L. et al. Social Interaction And Repetitive Motor Behaviors. Journal Of Autism And Developmental Disorders, vol 38, no. 6, 2007, pp. 1124-1135. Springer Nature, doi:10.1007/s10803-007-0499-5. Mathews, Bejoy et al. History Of Yoga. Yoga Basics, 2018, https://www.yogabasics.com/learn/history-of-yoga/. Accessed 3 Nov 2018. Radhakrishna, S et al. Integrated Approach To Yoga Therapy And Autism Spectrum Disorders. Journal Of Ayurveda And Integrative Medicine, vol 1, no. 2, 2010, p. 120. Elsevier BV, doi:10.4103/0975-9476.65089. Rahula, Walpola. What The Buddha Taught /Walpola Sri Rahula. Fraser, 1982. Sotoodeh, Mohammad Saber et al. Effectiveness Of Yoga Training Program On The Severity Of Autism. Complementary Therapies In Clinical Practice, vol 28, 2017, pp. 47-53. Elsevier BV, doi:10.1016/j.ctcp.2017.05.001.

Essay on The Lottery, by Shirley Jackson - 1173 Words

In today’s society we perceive the lottery as being a great fortune brought down upon you by Lady Luck. It is a serendipitous event, even if the person has done nothing to earn it. One would never see the lottery as an unfortunate occasion that occurred in your life because it is supposed to bring prosperity into your life. Also, one would not dare to think that winning the lottery would bring such repercussions as injury or death. In the short story â€Å"The Lottery† by Shirley Jackson, the author could have used Mrs. Tessie Hutchinson as the town’s scapegoat due to their reluctance to change traditions, her horrible work ethic, and minority status as a woman. In every village it is always difficult to try and change they ways of the†¦show more content†¦Old Man Warner is a man who has lived through more than seventy lottery drawings, and has the traditions of the village deep within his roots. Old Man Warner gets word that in a northern village they a re considering to stop the lottery tradition, and he just says that they are crazy (Jackson ). From his reaction to the statement made by Mr. Adams, we can tell that he does not want there to be change because the tradition is imbedded in his system. What others may see as brutal or heinous, he sees as mandatory and obligatory. The men in the village have the ultimate say in what goes on, and when changes need to be made. As men dictate what is to occur in society, more and more women want to have respect to have their voices heard, as well. The children run around and do as they wish without regarding their mother’s commands. They only listen to the father’s, and what they say. As Jackson said â€Å"His father spoke up sharply, and Bobby came quickly and took his place between his father and his oldest brother† (Jackson ). Before Bobby Martin’s father had called out to him, his mother had to repeatedly call out his name in order for him to come. Bobby ev entually went to his mother, but she was next to his father when he did so. We also get a sense of minority on behalf of the women, because they are seen as less, even by their children. When the roll call is occurring they notice that Mr. Clyde Dunbar is not attending because he has recently brokenShow MoreRelatedThe Lottery, By Shirley Jackson1195 Words   |  5 PagesOn the surface, Shirley Jackson’s short story, â€Å"The Lottery,† reads as a work of horror. There is a village that holds an annual lottery where the winner is stoned to death so the village and its people could prosper. Some underlying themes include: the idea that faith and tradition are often followed blindly, and those who veer away from tradition are met with punishment, as well as the idea of a herd mentality and bystander apathy. What the author manages to do successfully is that she actuallyRead MoreThe Lottery by Shirley Jackson757 Words   |  4 Pagessucceed but many fail just like the ma in character Tessie Hutchinson in Shirley Jackson’s short story â€Å"The Lottery†. When someone hears the word â€Å"lottery†, he or she may think that someone will be rewarded with prize. But â€Å"The Lottery† By Shirley Jackson is different than what one thinks. In the story, a lottery is going to be conducted not like Mega Million or Powerball one play here. In the story, the person who wins the lottery is stoned to death instead of being rewarded with the prize. TessieRead MoreThe Lottery By Shirley Jackson931 Words   |  4 PagesIn 1948 Shirley Jackson composed the controversial short story â€Å"The Lottery.† Generally speaking, a title such as â€Å"The Lottery† is usually affiliated with an optimistic outlook. However, Jackson’s approach is quite unorthodox and will surely leave readers contemplating the intent of her content. The story exposes a crude, senseless lottery system in which random villagers are murdered among st their peers. Essentially, the lottery system counteracts as a form of population control, but negatives easilyRead MoreThe Lottery By Shirley Jackson1504 Words   |  7 Pagesâ€Å"The Lottery† by Shirley Jackson In The Lottery Shirley Jackson fills her story with many literary elements to mask the evil. The story demonstrates how it is in human nature to blindly follow traditions. Even though some people have no idea why they follow these traditions. The title of the story plays a role in how Shirley Jackson used some literary elements to help mask the evils and develop the story. The title â€Å"The Lottery† serves as an allegory. When people think of the lottery majorityRead More`` The Lottery `` By Shirley Jackson894 Words   |  4 Pagesshort story â€Å"The Lottery†, author Shirley Jackson demonstrates Zimbardo’s concepts in three different areas: Authority figures, Tradition and Superstition, and Loyalty. The first concept Jackson portrays in â€Å"The Lottery† is the authority figures. Jackson indicates that the lottery is being held in the town center by one authority figure, Mr. Summers, annually on June 27th. Every June 27th, without fail, townspeople gather in the town square to participate in the annually lottery even though mostRead MoreThe Lottery, By Shirley Jackson1510 Words   |  7 PagesShirley Jackson’s â€Å"The Lottery† illustrates several aspects of the darker side of human nature. The townspeople in Jackson’s â€Å"The Lottery† unquestioningly adhere to a tradition which seems to have lost its relevance in their lives. The ritual that is the lottery shows how easily and willingly people will give up their free will and suspend their consciences to conform to tradition and people in authority. The same mindless complacency and obedience shown by the villagers in Jackson’s story are seenRead MoreThe Lottery By Shirley Jackson8 11 Words   |  4 Pagesâ€Å"The Lottery† was published by Shirley Jackson. The story was true expression of Jackson’s genuine thoughts about human beings and their heinous competence in an annual village event for corn harvest . First, her used to word symbolized main point of the story. Second, Jackson was inspired by few historical events happened in the past and a life incident in her life. Lastly, She was able to accomplish the connection between historical and biographical with the story. Therefore, Shirley Jackson’sRead MoreThe Lottery By Shirley Jackson934 Words   |  4 Pagesâ€Å"The Lottery† by Shirley Jackson signifies the physical connection between the villagers and their unwillingness to give up their tradition. â€Å"The Lottery† is very unpredictable and quite misleading. The black box has no functionality, except every June 27th. Shirley Jackson depicts the black box as an important and traditional tool. Although the villagers in â€Å"The Lottery† are terrified of the goal of the lottery and the black box, they are unwilling to let go of the tradition. Shirley Jackson portraysRead MoreThe Lottery by Shirley Jackson799 Words   |  4 Pagesthe mood and to foreshadow of things to come. The Lottery by Shirley Jackson is a story in which the setting sets up the reader to think of positive outcomes. However, this description of the setting foreshadows exactly the opposite of what is to come. In addition, the theme that we learn of at the end leads us to think of where the sanity of some human beings lies. The story begins with the establishment of the setting. To begin, Shirley Jackson tells the reader what time of day and what time ofRead MoreThe Lottery by Shirley Jackson1764 Words   |  7 Pagesfilled with excitement and eeriness, leaving the reader speechless. The Lottery , a short story written by famous writer Shirley Jackson, created an uproar on June 26, 1948, when it was published in the magazine The New Yorker (Ball). The gothic thriller, set in an unknown time and place, shares the tradition of a small town, a little larger than three hundred people, in which a drawing is held once a year. In this â€Å"Lottery,† each family’s husband draws a slip of paper from a black box. The husband

Gun Control misc6 Essay Example For Students

Gun Control misc6 Essay Americans are faced with an ever-growing problem of violence. Our streets have become a battleground where the elderly are beaten for their social security checks, where terrified women are viciously attacked and raped. Each day teenage gangsters shoot it out for a patch of turf to sell their illegal drugs, and where innocent children are caught daily in the crossfire of drive-by shootings. We cannot ignore the damage that these criminals are doing to our society, and we must take actions to stop these horrors. However, the efforts by some misguided individuals to eliminate the legal ownership of firearms does not address the real problem at hand, and simply disarms the innocent law-abiding citizens who are most in need of a form of self-defense. To fully understand the reasons behind the gun control efforts, we must look at the history of our country, and the role firearms have played in it. The second amendment to the Constitution of the United States makes firearm ownership legal in this country. There were good reasons for this freedom, reasons which persist today. Firearms in the new world were used initially for hunting, and occasionally for self-defense. However, when the colonist felt that the burden of British oppression was too much for them to bear, they picked up their personal firearms and went to war. Standing against the British armies, these rebels found themselves opposed by the greatest military force in the world at that time. The founding fathers of the country understood that an armed populace aided in fighting off oppression. They made the right to keep and bear arms a constitutionally guaranteed right. Thomas Jefferson said in the draft of the Virginia Constitution No man shall ever be debarred the use of arms(n. pag.). To day Congress, claiming that they want to take guns out of the hands of criminals, have worked to pass legislation that would take the guns out of the hands of law-abiding citizens instead. The question is the efforts of gun control do not address the real problem of crime. Therefore, if we pass laws restricting ownership of firearms, which category of people does it affect? The simple answer is that gun control laws affect law- abiding citizens only. Criminals will continue to violate these new laws, they will continue to carry their firearms, and they will find their efforts at crime much easier when they know that their victims will be unarmed. An unarmed man stands little chance against an armed one. In many states, including Florida and Texas, citizens have stated that they want to preserve their right to carry firearms for self- defense. Since the late 1980s, Florida has been issuing concealed weapons permits to law-abiding citizens, and these citizens have been carrying thei r firearms to defend themselves from rampant crime. The result is that the incidence of violent crime has actually dropped in contrast to the national average. Previously, Florida had been leading the nation in this category, and the citizens of that state have welcomed the change (Florida State Firearm Laws n. pag.). Gun control advocates tried to claim that there would be bloodshed in the streets when these citizens were given the right to carry. They tried to claim that the cities of Florida would become like Dodge City with shootouts on every street corner, and duels over simple disagreements. These gun control advocates were wrong. More than 200,000 concealed carry permits have been issued so far, with only 36 of these permits revoked for improper use of a firearm (Facts You Can Use n.pag.). .uaea341ecd325303506b4dc7be575ef3a , .uaea341ecd325303506b4dc7be575ef3a .postImageUrl , .uaea341ecd325303506b4dc7be575ef3a .centered-text-area { min-height: 80px; position: relative; } .uaea341ecd325303506b4dc7be575ef3a , .uaea341ecd325303506b4dc7be575ef3a:hover , .uaea341ecd325303506b4dc7be575ef3a:visited , .uaea341ecd325303506b4dc7be575ef3a:active { border:0!important; } .uaea341ecd325303506b4dc7be575ef3a .clearfix:after { content: ""; display: table; clear: both; } .uaea341ecd325303506b4dc7be575ef3a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uaea341ecd325303506b4dc7be575ef3a:active , .uaea341ecd325303506b4dc7be575ef3a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uaea341ecd325303506b4dc7be575ef3a .centered-text-area { width: 100%; position: relative ; } .uaea341ecd325303506b4dc7be575ef3a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uaea341ecd325303506b4dc7be575ef3a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uaea341ecd325303506b4dc7be575ef3a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uaea341ecd325303506b4dc7be575ef3a:hover .ctaButton { background-color: #34495E!important; } .uaea341ecd325303506b4dc7be575ef3a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uaea341ecd325303506b4dc7be575ef3a .uaea341ecd325303506b4dc7be575ef3a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uaea341ecd325303506b4dc7be575ef3a:after { content: ""; display: block; clear: both; } READ: Cheating and Plagiarism May Lead to Expulsion Jour EssayThis statistic is easy to understand. It is the law-abiding citizens who are going through the process of getting concealed carry permits so that they may legally carry a firearm. The people who go through this legal process do not want to break the law, and they do not intend to break the law. The people who do intend to break the law will carry their guns whether or not the law allows them to do so. Today, criminals often carry illegal weapons, including sawed-off shotguns, machine guns, and homemade zip-guns, clearly showing their disregard for the current laws which make these items illegal. When they are caught, the courts regularly dismiss these lesser weapons charges prosecute for the more serious charges, like murder, that are being committed with the weapons. The gun control advocates have argued their case by demonizing the gun itself, rather than addressing the people who commit violent crimes. This is the main fallacy in their argument. They attempt to claim that possession of a gun turns average citizens into bloodthirsty lunatics. This theory falls apart under close scrutiny. If legal possession of a firearm caused this sort of attitude, then why are crime rates highest in areas such as Washington, D.C. and New York City which have strict gun control laws? Why are crime rates dropping in sates such as Florida where private ownership of firearms is encourage? Simply stated, legal ownership of a gun does not cause crime. The act of making it illegal to own firearms does little to prevent criminals from getting guns. These laws only restrict people who respect the law itself, the people who would only use firearms for legal purposes anyway. When we give people the right to defend themselves, we find that criminals start looking for other victims out of fear that they will become the victims themselves. We must work to reduce crime in America, but we should look at the problem realistically, and develop plans that would be effective. Obviously, gun control laws are neither realistic, nor effective in reducing crime. Therefore, we must direct our efforts toward controlling crime, not controlling legal ownership of firearms. Bibliography:Works CitedFacts You Can Use. Webcrawler. 5 March 2000. Florida State Firearm Laws. Webcrawler. 5 March 2000. Thomas Jefferson. Draft Virginia Constitution. 1776. Webcrawler. 5 March 2000.

Switzerland Essay Example For Students

Switzerland Essay Switzerland is best described by conveying an understanding of its geography, political, economic, cultural and social environments. The geography of the country has had a significant impact on its way of life. Switzerland is bordered by Germany in the north, Austria and the Principality of Liechtenstein in the east, Italy in the south and France in the west. This represents many significant European cultures converging on Switzerland the German speaking region, the French and the Italian. Two thirds of the Swiss population lives in the Plateau, between Lake Geneva and Lake Constance, in 30 percent of the countrys surface area. There are 450 people to every 1 km2 (1,166 per square mile). This makes the country one of the most densely populated regions of Europe and a promising prospect for marketing a product. The country that we know today took its final shape only in 1848. Before that time, we cannot really speak of Swiss history, but rather the history of its various parts, which only gradually came together. Political EnvironmentSwitzerland is a nation shaped by the resolve of its citizens: it is not an ethnic, linguistic or religious entity. Since 1848, it has been a federal state one of 23 in the world and the second oldest after the United States of America. Like the U.S., Switzerland values the idea of federalism and sovereignty, which has ensured its historical survival. The main political parties in Switzerland are the Swiss Peoples Party (SVP), Social-democratic Party (SP), Radical Democratic Party (FDP), Christian Democratic Party (CVP) and the Green Party. The Federal Constitution is the legal foundation of the Confederation. It contains the most important rules for the smooth functioning of the state. It guarantees the basic rights of the people and the participation of the public. It distributes the tasks between the Confederation and the cantons and defines the responsibilities of the authorities. Switzerland has a federal structure with three different political levels:the Federation the cantons the local authorities The Federation is the Swiss designation of the State (the term Confederation is also frequently used). The Federation has authority in all areas in which it is empowered by the Federal Constitution for example, foreign and security policy, customs and monetary policy, legislation that is valid through the country and in other areas that are in the common interest of all Swiss citizens. Tasks which do not expressly fall within the province of the Federation are handled at the next lower level, i.e. by the cantons. The head of state is the federal president; the post is purely ceremonial and rotates annually among the members of the Federal Council. We will write a custom essay on Switzerland specifically for you for only $16.38 $13.9/page Order now A Federal Council (the executive authority) of seven members elected individually for a four-year term by, but not necessarily from, the two houses of parliament in joint session. After the formation of the coalition between the four major political parties in 1959 (the so-called magic formula), the Federal Council was made up of two members each from the Social-democratic Party, the Radical Democratic Party and the Christian Democratic Party, as well as one member of the Swiss Peoples Party. Following the federal election on October 19th 2003, the distribution of seats in the Federal Council changed, with the Swiss Peoples Party increasing its number of seats to two, leaving the Christian Democratic Party with one seat. Switzerland is divided into 26 cantons. There are German-speaking and French-speaking cantons, one Italian-speaking canton and cantons in which both German and French are spoken. In one canton (Graubnden) German, Italian and Rhaeto-Romanic (Rumantsch) are spoken. .u16d620ded27c3abc61b4a39bc957db52 , .u16d620ded27c3abc61b4a39bc957db52 .postImageUrl , .u16d620ded27c3abc61b4a39bc957db52 .centered-text-area { min-height: 80px; position: relative; } .u16d620ded27c3abc61b4a39bc957db52 , .u16d620ded27c3abc61b4a39bc957db52:hover , .u16d620ded27c3abc61b4a39bc957db52:visited , .u16d620ded27c3abc61b4a39bc957db52:active { border:0!important; } .u16d620ded27c3abc61b4a39bc957db52 .clearfix:after { content: ""; display: table; clear: both; } .u16d620ded27c3abc61b4a39bc957db52 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u16d620ded27c3abc61b4a39bc957db52:active , .u16d620ded27c3abc61b4a39bc957db52:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u16d620ded27c3abc61b4a39bc957db52 .centered-text-area { width: 100%; position: relative ; } .u16d620ded27c3abc61b4a39bc957db52 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u16d620ded27c3abc61b4a39bc957db52 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u16d620ded27c3abc61b4a39bc957db52 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u16d620ded27c3abc61b4a39bc957db52:hover .ctaButton { background-color: #34495E!important; } .u16d620ded27c3abc61b4a39bc957db52 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u16d620ded27c3abc61b4a39bc957db52 .u16d620ded27c3abc61b4a39bc957db52-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u16d620ded27c3abc61b4a39bc957db52:after { content: ""; display: block; clear: both; } READ: Parts of speech Analysis EssayEach canton has its own constitution, its government, its parliament, its courts and its laws, though they must, of course, be compatible with those of the Confederation. The cantons enjoy a great deal of administrative autonomy and freedom of decision-making. They have independent control over their education systems and social services, and each has its own police force. Each canton also sets its own level of taxation. Each of the 26 cantons and half-cantons has a parliament elected by universal suffrage, and a government the organization of which varies from canton to canton. In two cantons the principle of universal sovereignty is exercised directly through assemblies of all voters. The cantons are sovereign

Free Essays on Separate Generations, Separate Lifestyles

Separate Generations, Separate Lifestyles Sally and her friends all decide to go to the bowling alley on Friday. They all pile into one car and go to hang out at the bowling alley. Everyone gathers up there spare change they made throughout the week working with ma and pa. Its not much, but enough to bowl one game. They have fun and its time to go home. Everyone’s curfew is 10 o’clock, so they better hustle home. They all get home, wash their hands and brush their teeth. They are in bed by 11 o’clock. Sound familiar? Not to our generation, but probably to the generations of our parents. The main difference between the our parents generations and ours is that we live in a world of technology, rather than a manual one. Everything we do has to do with technology, from watching TV to cooking supper. We live in the computer generation world. You can do unimaginable things with the internet now, pay bills, apply for college, chat with people from other countries, and find about anything you want about any subject. When our parents were young they would go to school, come home and work till supper and then go to bed. They never really had free time until the weekends, that’s if their parents let them go out. Today kids run wild all over town, from Monday thru Sunday. We always find something to do like going to the mall or eating, whereas our parents usually only did that kind of stuff on the weekends. Another big difference is our morals and beliefs. Our parents generation was about working for all they had, and today we just sit back and relax while the parents w ork. We rarely ever have to help with the expenses of the family. We think that its ok to miss church on Sunday to go to the mall and shop, where as church was an every Sunday occurrence. Our parents generation was all about rituals and repetition, never anything out of the ordinary. Earlier generations also weren’t as advanced as we are. We might have the good, but we ... Free Essays on Separate Generations, Separate Lifestyles Free Essays on Separate Generations, Separate Lifestyles Separate Generations, Separate Lifestyles Sally and her friends all decide to go to the bowling alley on Friday. They all pile into one car and go to hang out at the bowling alley. Everyone gathers up there spare change they made throughout the week working with ma and pa. Its not much, but enough to bowl one game. They have fun and its time to go home. Everyone’s curfew is 10 o’clock, so they better hustle home. They all get home, wash their hands and brush their teeth. They are in bed by 11 o’clock. Sound familiar? Not to our generation, but probably to the generations of our parents. The main difference between the our parents generations and ours is that we live in a world of technology, rather than a manual one. Everything we do has to do with technology, from watching TV to cooking supper. We live in the computer generation world. You can do unimaginable things with the internet now, pay bills, apply for college, chat with people from other countries, and find about anything you want about any subject. When our parents were young they would go to school, come home and work till supper and then go to bed. They never really had free time until the weekends, that’s if their parents let them go out. Today kids run wild all over town, from Monday thru Sunday. We always find something to do like going to the mall or eating, whereas our parents usually only did that kind of stuff on the weekends. Another big difference is our morals and beliefs. Our parents generation was about working for all they had, and today we just sit back and relax while the parents w ork. We rarely ever have to help with the expenses of the family. We think that its ok to miss church on Sunday to go to the mall and shop, where as church was an every Sunday occurrence. Our parents generation was all about rituals and repetition, never anything out of the ordinary. Earlier generations also weren’t as advanced as we are. We might have the good, but we ...

Art, the voice of individual Essay Example | Topics and Well Written Essays - 1500 words

Art, the voice of individual - Essay Example Governance supervises the activities of every member of the society including artists. In the past, oppressive governments discouraged the liberty in arts. This made artists become more determined in expressing their works through creative means. From history, politics have always been in constant conflict with the freedom of expression which, coincidentally, made the industry thrive. Through the criticisms of governments, arts have become so celebrated that today most media houses have a creative editorial on the state of governance, social welfare, and even politics within the societies they exist in. This coincidentally validates W. Benjamin’s claims that political values have led to the development of the modern day art (Arthur 66). Arts and craft are expressions of opinions. This simply implies that the two are authentic and do not require any approval from a third party to be accepted as being so. Freedom provides for the right to hold and express opinions on whichever topic rife within the community. Unfortunately, politics has been one of the most common topics within the society thereby attracting more opinions from the populace. Controversies lead to the development of more opinions from people most of which are negative. This explains why only controversial leaders have always been opposed to the growth and development of arts within their societies. A society, on the other hand, refers to a group of people living together in an organized community. This thus implies that the people in a society share certain aspects of life such as culture, norms, and practices. The order inferred to in the definition of society is instilled by politics. A political system entails a structured system of personalities charged with the governance of a country or a region. There are different types of political structures key among which include democracy. Democracy refers to a type of political system in which political leaders are fairly elected from

Incarceration Rates in Juvenile Offenders Essay

Incarceration Rates in Juvenile Offenders - Essay Example are all strongly linked to the drug business. The Juvenile Justice System is the legal system responsible for looking after cases involving the minors. The system came into being in 1899 in the US policy so that the young people can understand the effects of their actions, and comprehend the irreversible reality of committing a criminal act. The other reason that the Juvenile Justice System was formed was because of the peril youth faced in the adult prison. Young offenders were at a great risk of being molested at the hands of adult criminals and committing suicide. Those children who end up in adult institutions, however, have it worst of all. Children in any adult institution are more vulnerable and more likely to be exploited as the Amnesty report says that they are eight times more likely to commit suicide, five times more likely to be raped, and thrice more likely to be crushed by workers than are kids in juvenile confinements. (Amnesty, 1998) America's juvenile justice system is there to keep its nationals safe and guiding delinquent youth on the right track. Fulfilling these two major responsibilities has put the policymakers and public in general, in a tight spot; as in which of the two aims should receive the most weightage, and thus, funding. (Juvenile Justice) In a stark contrast to the bas... (Mears 2006).The 1990s saw legislatures across the country enact laws under which an increasing number of delinquents could be tried in criminal courts and sent to prison. In almost every state of the US, youths aged 13 or 14 (or less) can be prosecuted and punished as adults for a broad range of offenses, even including nonviolent crimes. Even within the juvenile system, punishments have grown progressively crueler. Amnesty's findings say that there are 200,000 children per year are prosecuted in general criminal courts, and approximately 7,000 of those children locked up in jails before trial. Over 11,000 delinquents are presently being imprisoned in adult correctional facilities (Amnesty International 1998). State Level Variation Though an exponential increase in juvenile incarcerations, little thought has been given to the inter-state variations. According to Mears in his Prison Journal (2006) these are four possible reasons: First, expenditure in juvenile incarceration would be greater where symbolic intimidations to social order are pretty high. Second, it would be more in those states where crime rate, especially juvenile violent crime, is high. Third, juvenile incarceration would imitate those deemed appropriate for adult offenders; so the states with higher adult incarceration rates may incarcerate more juveniles. Finally, if the juvenile incarcerations are culturally accepted then it would lead to higher rates of juvenile incarceration. Public Opinion Matters This trend can be attributed to the public concern about the threat of youth after highly publicized crimes such as school shootings etc. But the fact is that the assorted opinion surveys which have

Types of Essays Essay Example for Free

Types of Essays Essay Narration is telling a story from a certain viewpoint, and there is usually a reason for the telling. All narrative essays will have characters, setting, climax, and most importantly, a plot. The plot is the focus of the story and is usually revealed chronologically, but there are sometimes flash forwards and flash backs. In writing a narrative essay, remember to: †¢Include sensory and emotional details, so the reader will experience the story, not just read about it †¢Have the story support the point you are making, and make reference to that point in the first sentence. †¢Write in the first or third person Descriptive Descriptive essays have text which describes traits and characteristics of people, objects, events, feelings, etc in intricate detail. Whatever is being described will be thoroughly examined. For example, if you were describing roses, you would explain: †¢Where they come from †¢What they look like †¢What colors they are †¢How they grow and smell When you write a descriptive essay, you want to involve the reader’s senses and emotions. For example, you could say, â€Å"I got sleepy† or describe it like this, As I was waiting for Santa, my eyelids began to get heavy, the lights on the tree began to blur with the green branches, and my head started to drop. The second sentence gives vivid details to make the reader feel like he is there. Exposition Expository essays can compare, explore and discuss problems, or tell a story. An exposition essay gives information about various topics to the reader. It: †¢Informs †¢Describes †¢Explains In writing an exposition, the text needs to: †¢Be concise and easy to understand †¢Give different views on a subject or report on a situation or event †¢Explain something that may be difficult to understand as you write your essay. Remember that your purpose is to explain. Argumentative In an argumentative essay the writer is trying to convince the reader by demonstrating the truth or falsity of a topic. The writer’s position will be backed up with certain kinds of evidence, like statistics or opinions of experts. The writer is not just giving an opinion, but making an argument for or against something and supporting that argument with data. To know how to write an essay in an argumentative way, you have to research and backup what you say in the text.

The Importance of Reading Essay -- Teaching Education Essays

The Importance of Reading â€Å"Why do you read all the time?† A frequently asked question of my past and I still find it repeated even now as I have entered a higher class of the educated. Whenever posed with this blatant criticism of my preferred free time activity, I simply answer with â€Å"Why don’t you read all the time?† Of course I might sound like the biggest geek that ever walked the face of the earth, but the fact of the matter is that no matter what negative stereotype is attached to those who read, it has never stopped me from continuing to pursue my joy of literature. I am a firm believer in the power of a book and that the fact that the more well read you are the better chance you have of relating to entirely different groups of people. Ever since I can remember, my father has encouraged me to read. I suppose that it is due to his poor background that he is so inspired by books. As a result, I was reading Shakespeare before most could even pronounce his name. Captured by the amazing usage of words in the old Elizabethan era, I was spurred to read more by past British writers and they remain to this day my preferred choice of books. This is not to say that I am not a fan of the more modern author on the contrary, I read all genres and believe that each have their own additions to the literary world. However, none of them can compare to my all time favourite author, Jane Austen. First introduced to her when I was about twelve years old, I was instantly captured by her style of writing and her personal background. She is the most famous feminist writer of her time but was only truly celebrated after her death, to my own sentimental twelve-year-old heart that seemed so tragic and was automatically my reason to sympa... ... read finding great pleasure in a book. After knowing what I know about what books have brought to my life I feel sorry for those who cannot simply enjoy a novel instead of watching a movie. Even though I too have grown up in a society that is primarily film oriented and it has definitely been a part of shaping me, I am proud to say that I am more well rounded than that and have many levels and other things that have shaped who I am. My view on the world and its issues is broader and I have a better way of thinking of the world being better aware of the social differences within groups of people and the impoverished people that are scattered across our globe. I owe this all to my father who introduced me to literature and the greatness that it can hold for someone who is ready to accept it and step into the many lives and worlds created by ink and paper.

Educational Play: Theories, Perspectives, and Proposals

Educational Play: Theory, Programs, & Perspectives Abstract The following play program educational survey and observation details the educator and administrator perspectives on performance outcomes in four Virginia Beach schools. The use of play as an effective educational method is supported by the comprehensive literature review on the topic which discusses the major theories of Piaget, Erikson, and Vygotsky as the foundation for concluding how to best utilize play in the formal elementary education segment. The data provides a look into the primary factors driving play program success as well as hurdles to program effectiveness. Further research is needed to substantiate the solidification of play programs as empirically-supported components of successful education initiatives. Insert Title Page1 Abstract2 Introduction: Literature Review4 Literature Review5 Method8 Participants8 Instruments8 Process9 Issues and Considerations11 Data Analysis12 Results14 Group A16 Group B18 Group C19 Group D21 Discussion: Use and Limitations22 References:25 Appendices:27 Table 1. Total Respondents Breakdown27 Table 2. Survey Race and Gender Demographic Breakdown27 Table 3. Top Suggested Improvements for Play Program Effectiveness27 Appendix 1. The Play Curriculum Teacher Questionnaire28 Introduction: Literature Review In childhood education, the theory of play is of major importance to actualizing learning despite increasing administrator and educator focus on testing scores and performance outcomes. Theorists have posed a number of perspectives that address the importance and role of play in the primary education sector. Hymes (1981) contends that play is a solid foundation for teaching children as well as an insightful tool through which educators can accurately observe and assess student learning. Erikson’s (1950) theory of psychosocial development posits that play in not only helpful, but essential to childhood development. The psychologist states that play creates a safe space in which children can work out their conflicts. The imagination, when allowed to run free, facilitates self-exploration and autonomy. An environment can be deliberately designed to initiate play without personalizing the child’s engagement and interaction, thereby supporting freedom. Piaget (1962) expands play theory from the individual education to social interaction learning and development. Play and imitation become critical elements to learning and adapting to an external environment as the child learns about their world and self within this context. This hands-on involvement allows the child to experiment with symbols and self. According to Vygotsky (1978), play is also pertinent to developing the ability to defer immediate gratification as fantasy play assists the child in adapting to their circumstances and experiences through more mature means. For the purpose of this study, Piaget and Vygotsky’s theories of play will be used o evaluate the use of play in the primary education environment for self and social teaching; this will be achieved through a comprehensive review of current literature in conjunction with a play program survey to connect the theoretical foundation of play theory with the practical application of play in the classroom. Using four primary play programs in the Virginia Beach school district, the author examines play promotion and hindranc e to outline avenues for improving the use of play in the elementary education environment. Literature Review The United States school systems have moved away from the integration of play in primary education despite the extensive theories and research supporting the importance and use of play to childhood education and development. Even recess has been reduced as administrator and educator focus has been forcibly shifted to core education activities and test score outcomes (Stokes-Guinan, 2009; Smith & McKnight, 2009) with 40% of school districts having eliminated – or nearly eliminated – recess altogether (Zygmunt-Fillwalk & Bilello, 2005). However, while less students are receiving play opportunities in their structured school curriculum, this does not negate the wealth of research evidencing the social, emotional, and physical benefits of research and play (Stokes-Guinan, 2009). The U. S. system’s prioritization of student achievement is short-sighted in its scores-focus, failing to comprehend the building blocks that allow for students to build and sustain the capacity for greater individual and social learning success, thus improving academic advantage. Play assists children in navigating the real world through fantasy by empowering decision-making, initiative, rules, consequences, and uncertainty (Annetta, et al. , 2009). Research concludes that play is both imaginative and symbolic (Galvez-Martin, 1997). Bronson (1995) states that play is crucial to human existence and that this need extends into human learning as it is maintained and utilized throughout the individual’s lifespan (Galvez-Martin, 1997). Additionally, play is both an educational experience and a learning process s children engage their internal and external environments. According to Isenberg and Jacob (1982), in play, children learn how to learn. â€Å"When children play, they learn† (Annetta, et al. , 2009, p. 1091). This translates into the idea that, while playing, children are learning new methods, techniques, and skills through incidental ways. Researches often quote Piaget, Erikson, and Vygotsky’s theories of play in which play facilitate s intellectual, psychological, linguistic, and social growth through cognitive and symbolic exploration (Rivera, 2009). Fein (1985) examples the powerful creative component of play; however, the author also upholds play’s vital contribution to the development of language, memory, and problem solving (Galvez-Martin, 1997). A majority of modern education is defined by a rule-oriented realism in which play is, at best, compartmentalized. In 1987, Bergen contended that empowering academic achievement and cognitive capacity required the introduction and encouragement of play, stating that mastery of such skills would result in more sophisticated problem-solving and ingenuity. Play is a realm that fosters more in-depth understanding of environment, interpretation, and response; this definition speaks to the individual play perspective. However, there is also a social sphere wherein groups participate in this same development but through social role-playing and collaboration (Stokes-Guinan, 2009). As toys act as symbols, they can be insightfully used to teach fundamental principles and reinforce factual comprehension (O’Brien, 1993; Galvez-Martin, 1997). In any activity where mastery is the intended goal, play is the means for reaching this destination (Rivera, 2009). A wealth of perspectives on defining play and its impact exist; however, researchers have reached consensus on the integral importance of play in early childhood development and education programs using the theoretical foundations of Piaget (1962) and Vygotsky (1978). Each of the quoted authors cites various researchers, programs, and theorists in the goal of substantiating play as a plausible method for educational outcomes. The largest points of contention concern the definition of play and the exact cognitive connections. For example, Piaget’s (1962) assimilation theory does not necessarily equate to Vgotsky’s (1978) theory of cognitive development (Fox, n. d. ). While these divergences exist, there is little debate concerning the fundamental importance of play as the majority of researchers corroborate the vital need for play as a crucial framework for childhood education. Another point of divergence is the practical application of play in the classroom. The researchers offer a wealth of methods yet fail to construct a best practices model for play program development in elementary education. Furthermore, measuring the outcomes of these programs is a difficult task as it is challenging to isolate variables and validate causation. There are an extensive number of factors engaged in the creation of play programs, including government, administrator, educator, parent, and student influence and involvement. The necessity in research is to move beyond these limitations and reliance on theory, reaching empirically-based evidence for the use of play programs in public and private education forums. This is a difficult task for the academic research community. The theoretical framework for logically grasping the importance and role of play in learning is rooted in qualitative measures of study, exampled by surveys, observations, and other perception analyses. There are ways of comparing educational outcomes using strict tactics of methods separation to delineate the most effective techniques by their correlating outcomes; but again, it is important to highlight that the primary causation remains elusive as each child’s learning style, capacity, and conditioning are uniquely derived and affecting. Therefore, research in this field is likely to continue it trajectory of working from a sound theory context by aligning educational tactics to fit this construct. Method Participants The Virginia Beach School District has a total of seven schools (public and private) who have some form of official play program currently in place. The focus of this study is in detailing the success of implemented programs that have been operating these programs for a minimum of two years. In meeting this criterion, two schools were eliminated as possibilities and another denied an offer of participation through omission of response. Therefore, the survey sample population was reduced to four school groups, two private and two public, who qualified and accepted study inclusion. Prior to receiving the survey, each of the four school groups were contacted and the purpose of the study was discussed with the administration. After receiving agreement to allow their programs to be evaluated for this project, the participating staff received a preliminary email explaining the process and intent of the study which is to gain more in-depth understanding of factors that contribute to and factors that harm play program success. Administrators and educators were encouraged to submit any questions or concerns in response to the email; however, no further clarification was needed. Initial confirmation was received from 29 faculty members; but this number decreased to 27 as the final count of total survey completion upon commencement of the survey process. The sample qualifies as random in that the researcher set the criteria of the study population and both the schools and the staff members then determined participation voluntarily. Instruments The study instruments are two-fold. The first and major source of data collection is the play program questionnaire. The questionnaire includes a number of areas pertinent to further understanding the construct of the play programs, the participant or leaders backgrounds, the makeup of the professional and student body, and the perceived outcomes of the play program implementation. Additionally, respondents were asked to communicate in open-ended question format for a number of items to gain more specific feedback regarding their program achievements and pitfalls. The second arm of analysis is the on-site visitation and observation. Each of the four schools allowed the researcher to sit in on play program class times. This observation relies on the researcher’s perception and evaluation. In preparation for the analysis, an observation format checklist and focal point document was created to guide the researcher. Particular attention was directed at classroom engagement, learning outcomes, student interactivity, faculty attitudes, play duration, and play activities. The observation period additionally acts as an open-ended question response as the researcher aimed to incorporate as much information as possible regarding the design, delivery, and success of these individual programs. During this day period, the researcher optimized any opportunity for individual discussion with faculty members. Given the age of the students, it was determined unnecessary to include them in the evaluation at this time other than observing their perceived connection, response, and learning during the play period. Each program differed greatly; therefore, the researcher, after meeting the written document guide points of consideration, recorded observations freely in an attempt to eliminate preconceived analysis or areas of importance. Process The survey invitations were sent out on the same day; seven days after this, each of the five possible candidate schools were contacted via telephone. During this call, the researcher spoke to the Principle or Program Director. Within three days, four of the five candidates confirmed their commitment to the project, understanding the survey and the observation period framework of the study. The fifth institution was contacted twice more; however, after failing to obtain confirmation, the school was eliminated from participation. The questionnaire was then sent out to a total of 29 potential respondents who were identified by the school administrators as having direct involvement in the play program although in varying degrees. Participants received the survey via email at their school accounts. The questionnaires were then either mailed or emailed to the researcher. Within a ten-day period, 27 questionnaires were received and two administrators reported they were no longer involved significantly in the programs and could not honestly add to the survey. Upon receipt of the results, using the devised coding system, the researcher recorded replies in the research database. The surveys protected anonymity; the only identifying factor was the institution. The purpose of this distinction was for comparison of institutions as well as the difference between private and public school programs. After each of the surveys was properly coded, the observation period was conducted. Unfortunately, given each school’s constraints in procedure, it was impossible to replicate the observation at each of the schools. For example, School A included a four-hour total observation of the play program activities, five brief staff interviews, and a one hour interview session with the Play Program Director. School B’s observation was solely comprised of three hours of direct program observation. Each of the observation periods allowed for total checklist completion; however, the results were undeniably weaker in those periods where the researcher was not able to conduct interviews. After completion of the four observations, the researcher then applied a similar coding structure and documented these results in the study database. Patterns and insights were recorded as well. Interview responses were compartmentalized, coded, and quoted according to the devised system and to the perceived importance of input or reply. Results were then compiled and analyzed as outlined in the data analysis. During this procedure, the researcher identified patterns of similarity and differentiation as well as exacted a number of factors that seemed to have little relevance given the diversity of the results. Issues and Considerations The selection of the survey method is due mainly to ease of use, time constraints, and cost limitations; however, the questionnaire also aligns with study intention in its qualitative efforts of delineating factors of successful play programs. The survey structure also allows for a flexibility in data analysis as the results facilitate multivariate assessment. The standardization of the survey further provides an economy of analysis as the researcher determines the questions, and responses to be asked, recorded, coded, and analyzed. The disadvantages of this method of data collection are primarily linked to the study’s limited capacity for analysis through more scientific and mathematic modes of date correlation. Another consideration is the weakened validity of these results given the reliance on close-ended questions. The greatest area of concern, however, is both the human element of the respondents and the researcher. Reporting accuracy is difficult to ascertain and may be largely dependent upon circumstances, attitudes, and beliefs that have no direct connection to the program or study direction. The primary challenges included properly coding responses and determining study significance. In asserting correlations or points of interest, the researcher is met with questions of causation. The survey results yield useful information regarding play program design, delivery, assessment, and improvement; however, the reliance on qualitative data undermines the validity and generalization of the study. Instead, the study reveals a strong comparison within this small sample population but lacks quantitative empirical support through student performance assessments and comparison to prior to and following play program introduction. Understanding the realistic perimeters of the study is necessary for comprehending the actual and applicable usage of the results. For the participating institutions, the study builds a solid foundation for present and future objectives by taking the temperature of the current program faculty and educator perceptions. This microcosm perspective may be applied to other school districts where researchers seek similar comparison. On the macrocosmic scale, the results are guideposts in play program implementation and suggest future avenues of study in this field. Anonymity did not prove to be an ethical necessity for this study. Participants were willing and open to interdepartmental discussion; 85% of respondents included their names despite the lack of request. Data security was therefore unsubstantiated in this study sample. Despite the limitations of the questionnaire, the method of study aligns with research intent. Acknowledging analysis barriers offers a lens for grasping the integrity of the results as well as in understanding the importance of the human element in any organization initiative. With this clarity of mind, the study reveals useful data for the play program community as a whole. Data Analysis Data analysis is the process of data evaluation in which data is logically and mathematically deconstructed. In this project, the data was collected from the selected sample populations which consisted of both public and private primary education sites. In total, 27 participants committed to the project. Data preparation in this process involved logging the survey results, checking for accuracy, entering the data into the computer system, and developing a document database structure for examining various data measures and outcomes. Along with the survey, the researcher conducted four on-site observation periods, which included discussions with administrators and educators concerning student progress and implication. This data source serves to create a more comprehensive context for data and program comparison. The data collection is fundamentally qualitative. The main body of data collection is the questionnaire, which predominantly contains Likert scale reporting, short answer input, short response, and short answer questions. The first portion of the questionnaire collects demographic data relaying the respondents’ personal and professional history. This data was recorded and analyzed as it correlates with the specific play programs in question and the sample segment as a whole. Teacher age, education, sex, language fluency, race, profession, experience, and subject are outlined in this section and are analyzed for correlations, dependences, and relationships. The compilation of this raw data was used in relation to the Likert scale results to identify underlying trends, similarities, or dissimilarities in the reporting. The classroom portion is additionally intended to assist the researcher in differentiating results and relationships. The Diversity Item grouping allows the respondent to give more detailed observations of the student group and the diversity of the student make-up. This information may prove useful is comparing play program design and outcomes in accordance with student body profiles. Following this section, the questionnaire moves into the specific element breakdowns in the play curriculum. These ratings and measures provided the framework in which all other gathered data was integrated, compartmentalized, and correlated. Finally, the last part of the questionnaire provides space for personal reflection and response in open-ended answer format. The researcher has to use judgment in the identification and evidencing of the significance of these similarities; coded interview process was utilized, but the researcher is paramount in this stage of evaluation given the heavy reliance on personal perception and data interpretation. This questionnaire is a hand-written response format. Therefore, checking for accuracy is necessary part of the data review process. Major concerns are: legibility, complete response, and answer quality. Scale totals and categories will then be established to quantify survey results. In analyzing the data inputs, the researcher uses both descriptive and inferential statistics. Descriptive statistics are employed to directly describe what the data shows whereas inferential statistics aim to intelligently reach conclusions existing outside of this base reading of the data. Univariate analysis is central as single variables will be compared across the section using: distribution and central tendency; dispersion and standard variation will not be used for this study. Simple distribution lists each variable value and the respondent number or percentage. Central tendency includes the three major types of estimates of: mean, median, and mode. Using inferential statistics, the researcher will simply compare different group segments performance outcomes and offer conclusions and recommendations based on these measurements. This discussion will incorporate the administrator and educator responses, in hopes of determining how play programs designs, outcomes, and perspectives can be maximized according to class, teacher, and institution profiles. Results The survey results were successfully collected from 27 respondents in 4 school groups (Table 1). The private school groups are divided into Group A and Group B while the public schools are denoted as Group C and Group D. Group A consists of a total of 6 participants – four educators and two administrators. Group B consists of 9 participants – 6 educators and 3 administrators. In total, the Private School Group (PRSG) is comprised of 10 educators and 5 administrators. Group C consists of 8 participants – 5 educators and 3 administrators while Group D consists of 4 respondents, all of which are educators. In total, the Public School Group (PUSG) is comprised of 12 participants – 9 educators and 3 administrators. Logically, the educator class had greater representation due to the fact that this group is simply larger and responsible for implementing the programs within the schools; however, little information is derived concerning the degree of authority and influence yielded by these different sects. It seems practical that the administration would have a larger affect on bureaucratic measures such as funding while the educator sect is of greater impact on actual student outcomes. It is necessary for future research to examine the weight of these different groups to generate more accurate analysis of the results. Approximately 78% of all survey respondents were female; the 22% (6) male group all fell into the administrative categorization, 50% of which (3) were employed within the public school sector. However, this gender representation does not reflect the entire school faculty community but speaks only of the play program participants. As such, we conclude that play program implementation in this population is female driven. The demographic profile of the groups did not reveal any significant correlations to the data in terms of race in relation to the play program outcomes; however, it is interesting to note that the PRSG was predominantly Caucasian. In Group A, 83% (5) identified as White and one member identified as Hispanic. In Group B, 78% (7) were Caucasian and two respondents were African-American. The PRSG is therefore 80% White. In the PUSG, the racial profile was more diversified. In Group C, 3 (37%) were Caucasian, 3 (37%) were African-American, and 2 (25%) were Hispanic. In Group D, 2 (50%) were Caucasian, 1 (25%) was African-American and 1 (25%) was Asian-American. In total, PUSG is racially divided as: 5 (42%) were Caucasian, 4 (33%) were African-American, 2 (17%) were Hispanic, and 1 (8%) were Asian-American. The total survey race demographic is summarized in Table 2. Analysis did not reveal any significance difference in program outcome report and demographics. Again, the most relevant information is the lack of male representation and the lack of racial differentiation within the play programs, especially within the private school sector. However, further inquiry into each school’s total demographic makeup shows that there is no need for concern regarding play program disparity as the numbers are within range in reference to race. This point is not true when investigating gender. For example, in Groups A, B, and D, the total institutional presence of male educators and administrators was higher than the presence of male participation in the play program; for Group C, the gender split was relatively similar in total. All of the play program respondents taught between the 1st and 3rd grade range. Group B reported the greatest number of years in both the school system and the particular school of study, ranking them as the first in regards to experience and play program delivery duration. Group A’s program has been active for 2 school years. Group B’s program is 5 years old. Group C has 3 years and Group D estimates 4 years, however, the respondents do not have a clearly articulated program and have instead been trying to apply the theories to their lesson plans. The results demonstrate that each school was significantly different than the others in play program approach. The study is limited in that the particular differences are not clearly defined. Therefore, each school will be examined separately prior to making conclusive remarks about the play programs. Group A The play program has been active for two years. The program has a total of 4 educator participants with students ranging between 1st and 3rd grades. The 6 respondents indicated an average program satisfaction score of 6. The educators reported significantly lower ratings regarding the organization’s prioritization of the program and a low (4) average rating of the program’s improvement since inception. The administrators, however, were more highly satisfied, reporting an average rating of 8 for overall program satisfaction and a score of 7 for program prioritization. The educators and administrators were largely in agreement with the clarity of the program’s expectations. The following factors were rated as poor to fair by the educators, suggesting the source causes of this disconnect in program perception: 1) Administrator Involvement, 2) Student Learning, 3) Student Feedback, 4) Student Outcomes, and 5) Curriculum Depth. Therefore, the educator consensus was that the program was of fair benefit to the students but the effectiveness was rated as poor amongst the team. There was some differentiation of opinion amongst the two administrator respondents with one reporting that Program Achievements were excellent and the other rating these as satisfactory; however, the more useful data came from the educators who mirrored each others’ discontent. The three primary obstacle identified by the participants were: 1) funding, 2) time for planning, and 3) administration support. The short answer component revealed that the educator team was dissatisfied by the time and resources allotted to the program, stating that they were unable to successfully integrate their ideas and knowledge due to the lack of administrator support and access to needed resources. The observation period demonstrated that the program was not strongly structured. Instead, the educators loosely integrated periods of play throughout their instruction. The largest observed block of consistent time was 15 minutes and the educator did not have a curriculum guiding the process. Students were allowed to free play under the theme of letters. Some students (2nd grade) took turns acting out letters while others colored pictures and seemed to wander throughout the room. However, after this period was finished, the students did appear better able to focus on their studies. The interviews portion further outlined a division between the administration and the staff. It was evident that clear sides had been drawn although the administration was not aware of the degree of teacher dissatisfaction. Both of the administrators were male. In speaking of the play program, the language used centered on the connecting the program to the school’s overall superiority to the public school system. The educators were more interested specifically in the outcomes of the play program and required assistance with design and delivery of the program. The loosely appointed director of the program had only 3 years experience, most of which was in play program theory; her reported comfort level was a 6. In interview, she stated, â€Å"I don’t really know how to connect play to our curriculum. It is hard to balance my daily duties and research†¦. I really could use some more help. † Group B Group B had the longest running program at 5 years. Survey participants’ responses to the likert scale ratings were consistently close, depicting cohesion in performance, vision, and perception. This group reported the highest years of experience as well as the highest levels of comfort, affect, prioritization, and satisfaction. The program specifically focused on 3rd grade students. In observation, the team was highly structured in their intention and structuring of play activities. For example, one class spent an entire hour and a half period engaged in dramatic theater as part of their study of significant Americans. The teacher had devised a game where each of the students was given a role to play and allowed time to research their role/character as well as to dress in costume. The students were then invited to a party where they acted their parts as they interacted with each other. After this period, the class guessed what each student was acting. On every category, the program was rated in the Good to Excellent range by all participants. The survey showed that 7 of the team members had been involved since the program’s launch and the other 2 had at least one year’s background of active play theory experience in their prior employment institutions. The survey concluded a unanimous report of â€Å"Excellent† across the organizational team on the categories of: 1) Integration with Core Curriculum, 2) Administrator, Teacher, and Student Involvement, 3) Student Engagement, 4) Benefit to Students, 5) Program Outcomes, 6) Usefulness, and 7) Effectiveness. Additionally, the program was rated above an 8 by all participants on the topics of: 1) improvement since program launch, 2) personal involvement with the program, 3) confidence in implementation, and 4) overall experience with the program. The only significant point of dissatisfaction relates to Parent Involvement with 78% of respondents rating this item as poor to satisfactory. This factor was similarly reported as a means of improving the program’s effectiveness. The top three enhancement strategies were (in order of importance): 1) Increased Parent Involvement/Funding, 2) Access to Experts, and 3) Professional Development Courses. The core components of the program were collaboration, innovation, and accountability. Furthermore, seven of the nine participants state that the most significant point for integrating a successful play program is â€Å"Collaboration between the administration and educator team. † This finding is significant especially in comparison to Group A results and observation where this disconnect is having impact on the program’s performance and perceptions. Group C This group was the most diverse in opinion. The average rating for overall experience with the program was a 6; however, the mean rating was a 7. Approximately 60% stated they had clear expectations of the program’s expectations and initiatives; but the remaining three participants had barely any knowledge whatsoever (1 to 3). Similarly, these respondents reported significantly low confidence scores and personal involvement. On the remaining items of the test, the rater spread was such that little data could be meaningfully connected to the scores; instead, there was a wide variety of experience and opinion expressed. When analyzing the minority survey results, a few arguable consistencies were traced. The first was a general agreement that funding was the primary hurdle to the play program; additionally, these teachers tended to remark that the administration was disconnected from the student’s needs and more concerned with test scores and other performance outcome measures. The Caucasian teachers had a different perspective on the underlying problems facing program improvement; all 3 stated that a lack of parent involvement was a major disruption to program progress. The most interesting aspect of this group’s outcome was the prevalence of general agreement on the total benefit to students that held both an average and mean rating of Excellent. The three participants who reported a lack of confidence did not fail to see the benefit provided to the students. During observation, it became clear that the program participants took relaxed approach and the students were moderately to highly engaged in the activities. The student’s appeared to be â€Å"having fun;† the issue of consideration is the degree to which learning is measurably promoted in this relaxed environment. The average overall rating of 6 was connected to ratings of poor to fair in the categories of Program Design, Play Time Allotment, and Curriculum Depth. During interview, one administrator stated, â€Å"The play program allows the opportunity for the students to interact with one another and build learning relationships. † The phrase â€Å"learning relationships† was echoed in both the observation and the survey. When asked to define this concept, one educator summarized, â€Å"The learning relationship creates a social bonding experience for the earner and the educator; the students and the staff become more comfortable sharing through learning. † Another educator exampled this concept, stating that â€Å"her kids†¦openly discuss their challenges and interest† which leads to â€Å"group problem-solving† and â€Å"strong social support in the classroom. † Group D Group D is characterized by the small size of the play program team. The fo ur members, all educators, estimated four years total program implementation and generally remarked that the had been working together to integrate the theories and suggestions into their lesson plans. The lack of administrator involvement, according to the team, did not hinder their performance outcomes. Instead, the participants were strongly aligned in their survey responses. This cohesion advantaged the team. The members worked collaboratively to select and design play activities. These were then modified to fit instructor needs. The teacher’s kept journals tracking their personal observations of the effectiveness of specific activities, even using student feedback (voting) to rate the most enjoyed activities. The teachers also employed learning outcome quizzes to determine the degree of learning retention. Over the four-year period, the teachers concluded that their learning outcomes had improved by 70%, suggesting that these improvements were due to increased experience and understanding in how to effectively use play as a consistent component of a learning environment. The three key point for play program success were noted as: 1) Group Cohesion, 2) Preparation, and 3) Educator Autonomy. The teachers also supplied previous grades and reports as evidence that student performance and involvement had improved since the program’s launch. The observation period revealed that the consistency of the group was integral to determining how to best evolve the program. The teachers also reported experimenting with teacher switch and student led activities as means for spurring interest. The team also used activity split tactics to determine the best approach. In doing so, the group would decide on an activity and possible delivery methods and engagement techniques, selecting the believed best means of teaching from this pool. Two of the educators would represent the first approach and the remaining two would follow the second; there experience and data would then be shared. This team was highly organized. The administration had little input regarding the program design or operation; instead, the school’s principal commented during interview that the teachers were of the highest caliber and that both parents and students where in complete agreement. The teacher’s largest statement of need was funding. They all stated that they could enhance the program and outcomes with revenue backing and expressed a desire to bring it to a school-wide and even district-wide level after they had conclusive evidence of an effective standard program that could work with their curriculum. Discussion: Use and Limitations The survey and observation results help guide play program participants in establishing and monitoring their programs. Each of the four groups studied showed promising educational outcomes; the majority of the discrepancy in reporting is due to individual perceptions regarding how to best oversee the program’s facilitation. The survey results did not yield any conclusive data regarding play program or theory as a whole. Instead, the study in totality exposed some of the trials of program implementations and sustainability. The most significant factors in program success are cohesion, preparation, administrative support, and planned activities. This level of integration is supported in survey consensus and observation reporting. Additionally, each of the studied institutions found their program specific results to be helpful and plan on utilizing the data to drive program changes and generate support. The study is limited in its scope and validity. Likert scaling is built on a bipolar scaling method, based on a range of positive and negative responses. In using this method, the respondents must characterize the variable in question as the questionnaire does not allow for neutral responses. Additionally, the use of a ratings model creates a more broad range of clarification. However, the inherent problems of both methods are in their reliance on the respondents’ perceptions that may be affected by bias, mood, and other external factors that are inappropriate indicators of the play programs’ actual performance. Unfortunately, this ordinal data ystem combines intensity scaled questions, ranking systems, and open-ended questions. Survey reliability is difficult to measure given the sample size and the individual involvement in the development and implementation of the play program. Survey validity is arguably strong given the internal validity achieved in measuring both the educator and administrator participants in each programs’ team. However, external validity is limited. Instead, the results can be used to illu minate play program design challenges and potentialities. The results should also be evaluated from the perspective of construct validity, criterion validity, and predictive validity if the desire is to expand the survey beyond this initial pilot play program measurement approach. This is impractical at this stage of research. Achieving a higher response rate can strengthen reliability. The advantages of the survey include versatility and simplicity. Standard survey challenges of disbursement and collection are overridden by the scale and size of the sample population as well as by the predetermined commitment. As previously stated, the size and specificity of the sample population renders the results not generalizable to the greater population; however, this does not negate the importance of the survey as a contribution to the field of education. The data analysis reveals the following within the sample population: core components of successful play programs, potential diversity impacts on play programs and outcomes, avenues for program improvement, and overall play program satisfaction. Causation remains a hurdle; however, the study does reveal useful data to help guide schools in play program implementation. None of programs surveyed integrated technology into their programs. This may be a necessary direction to pursue considering the changing climate of the educational landscape. There is a strong need for more comprehensive research on this topic to better support future generations of educators in addressing student body learning needs. References: Annetta, L. , Mangrum, J. , Holmes, S. , Collazo, K. , & Cheng, M. (2009). Bridging Realty to Virtual Reality: Investigating gender effect and student engagement on learning through video game play in an elementary school classroom. International Journal of Science Education, 31(8), 1091-1113. doi:10. 1080/09500690801968656 Bergen, D. (1987). Play as a medium for learning and development: A handbook of theory and practice. Portsmouth, NH: Heinemann. Fox, J. (n. d. ). Back-to-basics: Play in early childhood. In Early Childhood News. Retrieved from http://www. earlychildhoodnews. com/ Galvez-Martin, M. E. (1997, November 20). How to teach social studies with toys. In The Ohio State University. Hymes, J. L. (1981). Teaching children under six. Columbus, OH: Merrill. Erikson, E. H. (1950). Childhood and psychology. New York, NY: Norton. Piaget, J. (1962). Play, dreams, and imitation in childhood. New York, NY: Norton. Rivera, M. (2009). The Powerful Effect of Play in a Child's Education. Education Digest: Essential Readings Condensed for Quick Review, 75(2), 50-52. Retrieved from EBSCOhost. Smith, K. , & McKnight, K. S. (2009). Remembering to Laugh and Explore: Improvisational Activities for Literacy Teaching in Urban Classrooms. International Journal of Education & the Arts, 10(12), Retrieved from EBSCOhost. Stokes-Guinan, K. (2009, October). Child's play: Why increasing opportunities to play and be active may improve students' academic and physical outcomes. In Gardner Center. Retrieved from gardnercenter. stanford. edu/docs/Lit-Review_PlayWorks_091027. pdf Vygotsky, L. (1978). Mind and society: The development of higher educational processes (14thth ed. ). Cambridge, MA: Harvard University Press. Zygmunt-Fillwalk, E. , & Bilello, T. E. (2005). Parents' victory in reclaiming recess for their children. Childhood Education (Fall), 19-23. Appendices: Table 1. Total Respondents Breakdown |GROUP |Educator # |Administrator # |Total | |A |4 (67%) |2 (33%) |6 | |B |6 (67%) |3 (33%) |9 | |Private |10 (67%) |5 (33%) |15 | C |5 (63%) |3 (37%) |8 | |D |4 (100%) |0 |4 | |Public |9 (75%) |3 (25%) |12 | |TOTAL |19 (70%) |8 (30%) |27 | Table 2. Survey Race and Gender Demographic Breakdown |Group |White |Black |Hispanic |Asian |Male |Female | |PUSG |5 |4 |2 |1 |3 |9 | |Total |17 (63%) |6 (22%) |3 (11%) |1 (4%) |6 (22%) |21 (78%) | Table 3. Top Suggested Improvements for Play Program Effectiveness Top 5 Suggested Improvements for Play Program Effectiveness | |Reported Item: |Reported PRSG Percentage: |Reported PSUG Percentage: | |â€Å"Cohesion/Collaboration† |87% |58% | |â€Å"Administrative Support† |73% |58% | |â€Å"Preparation† |53% |75% | |â€Å"Activities Planning† |47% |66% | |â€Å"Parent Involvement† |47% |50% | Appendix 1. The Play Curriculum Teacher Questionnaire About the Questionnaire The purpose of this questionnaire is to examine the theoretical and practical importance of play in the education environment and curriculum. You have been selected to participate due to your employment in an educational organizational that currently promotes and integrates play integration. Your feedback and observations are essential to determining the present efficacy of play in a primary educational atmosphere. Thank you in advance for your honest contribution. We ask that you answer each question to the best of your ability. Any additional comments, perceptions, or information can be sent back along with the completed questionnaire; however, please refrain form attaching these resources to the actual questionnaire. We assure you that all data and input will be reviewed. Anonymity For the purpose of these results, all administrator and educator names will be protected to safeguard students, school programs, and respondents. School and Professional Background: 1. Name of School: 2. Position at School: 3. Age:years old 4. Educational Background: Last level of Education Completed: Degree Received: 5. Sex: Male or Female (circle one) 6. Languages Spoken (list primary first): 7. Race/Ethnicity: 8. How long have you been working at this particular school? ______ days/months/years Within the education system? _______days/months/years 9. If you are an educator, what subjects do you teach? 10. What grade levels do you teach? 11. If you are an administrator, what are your primary functions within the school? Classroom Profile 1. Number of students total: 2. Gender ratio (Male:Female): ____:____ 3. Age range of students: _____years old to _____years old 4. Number of special education students: Classroom Diversity Assessment: DIVERSITY ITEM Very Somewhat Neutral Little None Racial |( |( |( |( |( | |Gender |( |( |( |( |( | |Learning Abilities |( |( |( |( |( | |Learning Styles |( |( |( |( |( | |Socioeconomic Backgrounds |( |( |( |( |( | Play Curriculum Assessment 1. How long has your institution been formally integrating play into the curriculum? ______days/months/years 2. How much experience do you personally have with implementing and evaluating play program outcomes? ______days/months/years 3. Please rate your Play Theory knowledge on a scale of 1 to 10 (1 minimal, 10 great): 4. Please rate your Play comfort (1 to 10): 5. Rate your satisfaction with your organization’s play program as is (1 to 10): 6. Rate your satisfaction with your organization’s play program progress since inception (1 to 10): 7. How much time per day is devoted to the play program? 8. Time per week? 9. What are the number of staff involved in the Play Program: 10. Rate the organization’s prioritization of the program (1 to 10): 11. Rate your performance in relation to the program (1 to 10): 12. Rate your improvement since the program launched (1 to 10): 13. Rate your ability to comprehend program expectations and initiatives (1 to 10): 14. Rate your personal involvement with the program (1 to 10): 15. Rate your confidence in implementing the program within your class (1 to 10): 16. Rate your overall experience with the program (1 being poor and 10 being excellent): Please rate the following items within the context of your organization’s play program. Insert Heading if Required |Poor |Fair |Satisfactory |Good |Excellent | |1. Program Design |( |( |( |( |( | |2. Play Time Allotment |( |( |( |( |( | |3. Integration w/ Core Curriculum |( |( |( |( |( | |4. Aministrator Involvement |( |( |( |( |( | |5. Administrator Feedback |( |( |( |( |( | |Teacher Involvement |( |( |( |( |( | |Teacher Feedback |( |( |( |( |( | |Program Monitoring |( |( |( |( |( | |Student Learning |( |( |( |( |( | Student Improvement |( |( |( |( |( | |Student Engagement |( |( |( |( |( | |Student Feedback |( |( |( |( |( | |Student Outcomes |( |( |( |( |( | |Parent Involvement |( |( |( |( |( | |Parent Feedback ( |( |( |( |( | |Curriculum Engagement |( |( |( |( |( | |Curriculum Depth |( |( |( |( |( | |Participants Cohesion |( |( |( |( |( | | | | | | | | OVERALL PROGRAM ASSESSMENT: |1. Benefit to Students |( |( |( |( |( | |2. Program Implementation |( |( |( |( |( | |3. Play Time |( |( |( |( |( | |4. Program Achievements |( |( |( |( |( | |5. Program Outcomes |( |( |( |( |( | |Usefulness |( |( |( |( |( | |Effectiveness |( |( |( |( |( | Please briefly delineate the core components of your program: Please briefly identify major obstacles (i. e. administrative support, funding, etc. ): Please briefly comment on your observations regarding student participation and benefit: Please briefly explain your conclusions regarding the effectiveness of your organization’s play program: Offer 5 suggested improvements or changes that would make the play program more effective: 1. 2. 3. 4. 5. List three key points for successfully integrating a play program: 1. 2. 3. Please use the below space to include any additional comments you feel necessary to provide a comprehensive and accurate understanding of play programs integration and implementation: