Explanation of Giovanni Battista Gualli's The Triumph Of The Name Of Essay

Clarification of Giovanni Battista Gualli's The Triumph Of The Name Of Jesus And The Fall Of The Damned - Essay Example In the mists are the holy people and other blessed men who oozes love and broadens acclaims. Beside the huge light that welcomes the heavenly individuals in the realm of Jesus, there are additionally men who disappears to be a piece of the everlasting life as they are being casted down to damnation by a similar light that eminates the favored. Phenomenally, the work is striking the imagery of what God needs us to accept and how he needs us to get him. Along these lines, the work went past imagery as it seems to bring you into reality as you experience close experience with the artistic creation. It fills in as a stroll through the triumph of Jesus which gives you the inclination that the blessed works is truly occurring. The way the enormous gathering of figures overflow the edge of the casing that appears to reach out over your heads isn't just there to cause things to show up genuine yet its there for a more profound explanation and that is for us figure out how short out yonder th at isolates man on earth and Jesus on paradise. Genuinely, it can never be that far. The mists then again, strikes the extraordinary arrangement of strength, tranquility and shading arousing us of the beneficial things the natural world brings to the table. Therefore, we ought not be blinded by these in light of the fact that there are more prominent things past it that is yet to be investigated.

Comparing Father-Son Relationships in The Chosen, The Gift, and Pauls

Father-Son Relationships in The Chosen, The Gift, and Paul's Case   â â â â The bond between a parent and a kid is probably the most grounded thing on this planet. The connections among father and child in the novel The Chosen by Chaim Potok, the sonnet The Gift by Li-Young Lee, and the short story Paul's Case by Willa Cather all show this solid bond. In every one of the three types father and child are the most noticeable characters. All have the nonappearance or close to nonattendance of mother figures. They additionally all show how significant a dad is to his child. The Chosen by Chaim Potok, The Gift by Li-Young Lee, and Paul's Case by Willa Cather all show the significance of father-child connections through the dads' inclusion in their children's lives, the dads showing their children fundamental abilities, and the dads' gigantic love for their children.  The dads in The Chosen, The Gift, and Paul's Case all show contribution in their children's lives through the consideration that they give them and the assist they with giving them. In The Chosen, David Malter indicated a lot of care for his child Reuven. When Reuven was in the medical clinic, David regularly would stay with him to check whether he was OK. He was likewise constantly kind and comprehension towards Reuven, regardless of whether Reuven accomplished something he didn't favor of. Potok expresses, He took a gander at me and I saw his eyes were out of nowhere dismal. 'I didn't plan to admonish you,' he said(Potok 64). In The Gift, the speaker's dad additionally indicated care towards the speaker in the expelling of the splinter. The dad did it so as to give the kid no torment. The speaker says, To pull the metal splinter from my palm/my dad discussed a story in a soft tone/I watched his dazzling face and not the cutting edge/before the ... ... what's more, their adoration for their children, regardless of what sort of affection it might be. The dad child relationship is upgraded in these works by the nonappearance of moms, who had either given or were not basic to the plot of the work. Through these works, the significance of a dad child relationship can really be appeared.  Works Cited  Cather, Willa. Paul's Case. Perrine's Literature: Structure, Sound, and Sense. seventh ed. Ed. Thomas R. Arp. Ft.â Worth: Harcourt, 1998. 154-169. Potok, Chaim. The Chosen. Ballantine Books. New York City, New York. 1967.  Works Consulted:  Chang, Juliana. Perusing Asian American Poetry. MELUS 21.1 (Spring 1996): 81-98  Lee, Li-Young. Rose. New York: BOA, 1986. - . The City in Which I Love You. New York: BOA, 1990. - . The Winged Seed: A Remembrance. New York: Simon, 1995.  Contrasting Father-Son Relationships in The Chosen, The Gift, and Paul's Father-Son Relationships in The Chosen, The Gift, and Paul's Case   â â â â The bond between a parent and a youngster is probably the most grounded thing on this planet. The connections among father and child in the novel The Chosen by Chaim Potok, the sonnet The Gift by Li-Young Lee, and the short story Paul's Case by Willa Cather all show this solid bond. In every one of the three types father and child are the most unmistakable characters. All have the nonattendance or close to nonappearance of mother figures. They likewise all show how significant a dad is to his child. The Chosen by Chaim Potok, The Gift by Li-Young Lee, and Paul's Case by Willa Cather all show the significance of father-child connections through the dads' contribution in their children's lives, the dads showing their children fundamental abilities, and the dads' monstrous love for their children.  The dads in The Chosen, The Gift, and Paul's Case all show association in their children's lives through the consideration that they give them and the assist they with giving them. In The Chosen, David Malter demonstrated a lot of care for his child Reuven. When Reuven was in the medical clinic, David regularly would stay with him to check whether he was okay. He was additionally constantly kind and comprehension towards Reuven, regardless of whether Reuven accomplished something he didn't favor of. Potok states, He took a gander at me and I saw his eyes were abruptly dismal. 'I didn't mean to chasten you,' he said(Potok 64). In The Gift, the speaker's dad likewise indicated care towards the speaker in the expelling of the splinter. The dad did it so as to give the kid no agony. The speaker says, To pull the metal splinter from my palm/my dad presented a story in a soft tone/I watched his dazzling face and not the cutting edge/before the ... ... what's more, their affection for their children, regardless of what sort of adoration it might be. The dad child relationship is upgraded in these works by the nonappearance of moms, who had either given or were not fundamental to the plot of the work. Through these works, the significance of a dad child relationship can genuinely be appeared.  Works Cited  Cather, Willa. Paul's Case. Perrine's Literature: Structure, Sound, and Sense. seventh ed. Ed. Thomas R. Arp. Ft.â Worth: Harcourt, 1998. 154-169. Potok, Chaim. The Chosen. Ballantine Books. New York City, New York. 1967.  Works Consulted:  Chang, Juliana. Perusing Asian American Poetry. MELUS 21.1 (Spring 1996): 81-98  Lee, Li-Young. Rose. New York: BOA, 1986. - . The City in Which I Love You. New York: BOA, 1990. - . The Winged Seed: A Remembrance. New York: Simon, 1995. Â

GRE, Boston love, and loose ends from last time

GRE, Boston love, and loose ends from last time Pre-entry warning: I took the GRE this morning, and since I completely owned the test, I am in an unaccountably giddy mood. The only good things about the GRE (in this order): you can take it any day of the week; its computer-based, so you get your score right after you take the test, and all the math is high school math (actually, thats sort of bad, since I hadnt had to do a lot of the stuff on the test since 10th grade the good part is that its like riding a bike and you can pick it up again quickly). And Im sure thats all you care to hear about the GREs, so I will skip to after the test, when I had my score in hand and began being unaccountably giddy. The test center was near South Station, so after I was done, I walked back to South Station and decided to wander around the city for a while. Wandering around Boston is one of my favorite recreations, and is made possible by the fact that Boston is a very safe place to wander, so long as one is somewhat aware of places not to go. (The reason safety enters into this at all is that I like to wander without actually knowing where I am. In some cities, this is a very foolhardy and dangerous activity. I lived in DC the summer after my freshman year here, and I used to wander there. In the middle of the city. Late at night. By myself. Once, at 11 PM, I called one of my best friends at home in Ohio to ask if he could please get on the internet and find where the subway stop was that I was looking for, because I was sort of lost he almost had an aneurysm. Its actually sort of surprising that I havent yet been murdered.) Anyway. My wanderings led me to one of my favorite Ohio restaurants, Cosi Ive never been to the one in Boston because its only open during the day on weekdays, when Im almost never in the city. After gobbling a turkey sandwich, still happily lost, I found myself in the Downtown Crossing shopping district, so I ambled into HM and looked at purses. At this point, I realized where I was, so I found my way to the Granary Cemetery Ive never done all the Freedom Trail stuff, and I figure now is a good time to start. I ended my wanderings after sitting on a bench in Boston Common. After all, the heat index was 105 today! Loose ends from last entry: 1. Im glad everybody approved of my getting-back-at-the-ex MIT application. One thing I forgot to mention is that it didnt entirely work I ran into him a few days after getting my MIT letter. Naturally, I was thrilled. I said, Oh, Exboyfriend! Its so good to see you! Did you hear that I got into MIT? (Im so subtle. Its a gift.) And he was like, Yeah, I heard, good work! Did you hear that Im getting married? If you are from the Midwest, like I am, you probably realize that I got completely owned; in my hometown, marriage MIT. Too bad. 2. Justin M asked if I submitted my CV along with my application. To be honest, I dont really remember. MIT currently asks people not to send resumes, but I think it may have been different when I applied. My guess is that I sent it, but only if it was allowed at the time. Youd probably be better off directing that question at one of the admissions guys. 3. Alice asked how I got through my freshman year if I hate physics. The answer: painfully. (Actually, I really only hate mechanics. EM is okay.) I was probably one of the only members of my class to enter MIT without ever having taken physics, and believe me, it was reflected in my 8.01 grade. I passed the class, but only by a few points (thank heavens for pass/no record!). My advice, as for all freshman classes, is to do your problem sets carefully, because good pset grades can really help if your test grades are bad like mine were. 4. Fajrul asked for advice on getting into MIT. The best advice is always to really make the application reflect who you are as a person. My 7.02 scientific writing teacher told us we have to make scientific papers tell a story, and I think that applies here: making the application tell a story is very important and will draw the reader into your life. I am, by the way, very sorry for your loss, and wish you the best of luck in your application. (Just in case you didnt know, all the application procedures are at My MIT under How to Apply.)

Problems Of Baby Boomers - Free Essay Example

Sample details Pages: 16 Words: 4768 Downloads: 1 Date added: 2019/10/31 Category Society Essay Level High school Tags: Baby Boomer Genertation Essay Did you like this example? ABSTRACT  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Over the last several decades, the transition to adulthood has become a more challenging feat to accomplish. Young adults of the 21st century are now considered the Boomerang Generation and are seen negatively by generations that have come before them. However, young adults today are overcoming a failed economy, increased housing and education cost, decreased wages, and have necessary expenses that previous generations did not have. Don’t waste time! Our writers will create an original "Problems Of Baby Boomers" essay for you Create order These factors have resulted in an increased amount of time that young adults, ages 25 and older, are living at home with their parents, compared to the amount of time that they were living at home in 1980. INTRODUCTION  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   By the time a person was in their mid-twenties in 1980, it was common to have had a full-time career, house, be married, and even have started a family. The US Census Bureaus data shows that in the year 1975, close to half (45 percent) of all 25- to 34-year-olds lived away from parents, were ever married, lived with a child, and were in the labor force (Vespa, 2017, p. 8). The stability that young adults had in that era is hard to find in the 21st century. Today, those milestones of 25-34 year old adults are hardly achieved in the same timeframe. As of 2016, only 24% of young adults ages 25-34 year olds are achieving those milestones, compared with 45%   in 1975 (Vespa, 2017, p. 8). Since young adults are not achieving these major milestones like young adults used to, it leads to that the experiences of young people today are more diverse, the transitions to adulthood more varied than it once was (Vespa, 2017, p. 8).The picture of what a young adult has accomplished by their mid-tw enties looks very different today. The majority of young adults are found roaming college campuses, working minimum wage jobs, and struggling to afford the necessities of a cell phone, the internet, health insurance, and a means of transportation required for survival in todays highly competitive world, all the while still living under their parents roof. As of 2016, 22.9 million young adults are living at home with their parents, compared to the 14.7 million young adults in 1975 (Vespa, 2017, Figure 3, More Young Adults Lived With Parents Than a Spouse in 2016, p. 6).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Baby Boom Generation, those who would have been in their early to late twenties by 1980, would likely attribute this phenomena to Millennials, those born between 1981-1999 and are in their twenties in 2018, being lazy, unmotivated, and self-absorbed. There has to be reasons as to why this phenomenon is occurring beyond what the stereotypes may be. What is different about the economic challenges, as well as other factors, faced by young adults today as compared to the generations that have come before them, that is causing them to stay home longer? SOCIOLOGICAL PERSPECTIVE As a sociologist it is important to analyze any given social problem and how it affects society. As previously stated, the challenges that faced young adults in the 1980s compared to present young adults, are drastically different. Looking at why millennials are moving back in with their Baby Boomer parents from a Conflict perspective, as well as a Symbolic Interactionist perspective, will call attention to the issues that are surrounding millennials. Conflict theory states that tensions and conflicts arise when resources, status, and power are unevenly distributed between groups in society and that these conflicts become the engine for social change (Crossman, 2018, para. 1). Comparing the two groups, Millennials and Baby Boomers, one could jump to the conclusion that the obvious answer to whom is losing in a power struggle would be the Millennials. They have had to deal with the aftermath of one of the most devastating recessions in the United States history. They are facing increased costs in housing, education, everyday necessities like food, and are now facing a new expense of technology, and at the same time are being paid less than what the Baby Boomers were paid when they were in their twenties. The increased cost of college is forcing them to take out massive amounts of student loans, putting them into debt. This debt, coupled with reduced capacity to pay because of salary differential, will impact their credit worthiness overall and influence their ability to get approved for a mortgage loan when they are financially ready to move out on their own. Because millennials are being paid less than the former generations, being able to afford any of th e rising costs to live is unthinkable unless one moves in with a partner or a group of people. The number of young people living with a boyfriend or girlfriend has increased more than 12 times, making it the fastest growing living arrangement among young adults (Vespa, 2017, p.6). Alongside the rise of living together without being married, there are more young adults today who are choosing to live alone, move in with roommates, stay in their parents home, or live with other family members such as siblings (Vespa, 2017, p.7). All of these factors are suppressing millennials from upward economic mobility, and creating uncertainty in their futures. At the same time Baby Boomers are also negatively impacted by this phenomenon. Their young adult children are living at home longer. The main impact that they are feeling is financial. If their children have graduated, and are working full time, they may not be making enough money to move out, and if their child is still in college they are even making less. Baby Boomers might find themselves picking up the tab more often than they want to. Not only are they providing shelter, but depending on how financially stable their young Millennial is, they could also be paying for food, helping pay their car insurance, or help ing them pay for health insurance. The only expense they may not be willing to contribute to is technology. In their minds, since they grew up without it, having a phone or laptop or luxuries, not necessities. They also may find themselves helping their kids pay off students loans, or have the burden of the entire amount. Because of the fact that they too, are negatively impacted by their kids moving home, it has brought a negative stigma to Millennials by older generations. They see Millennials as the cause. Baby Boomers think that millennials are lazy, entitled, and dont want to work. Baby Boomers were taught if you work hard then you will be successful which is based on the Protestant Work Ethic, which in sociological theory, the value attached to hard work, thrift, and efficiency in ones worldlywere deemed signs of an individuals election, or eternal salvation (Protestant ethic, 2018). The symbolism of Millennials inability to own their own home, or have any assets, gives fuel to the fire. This is Symbolic Interaction. Symbolic Interactionism is a thought in sociology that explains social behavior in terms of how people interact with each other via symbols; in this view, social structu res are best understood in terms of such individual interactions (Symbolic Interactionism, Chegg, 2018). These biases linked to Millennials by Baby Boomers creates friction between the two generations. Since their children are only becoming successful later on in their lives, this brings the stigma that Millennials arent working hard enough, or are lazy because of the technology that is available to them, when it simply is not true. This stereotype of Millennials is so widespread that TIME magazine published a cover story after the 2008 recession called The Me Me Me GenerationMillennials are lazy, entitled narcissists who still live with their parents (Kendzior, 2016, para.1). TIME magazine then went on to say that   the millennials desperate search for stable work as a privileged character flawlook at the kids too flaky to handle choosing from a huge array of career options (Kendzior, 2016, para. 2). Research now shows that these accusations against millennials simply are not true, and that they were the group of people affected the most by the recession of 2008. Baby Boomers fail to realize the real barriers Millennials face. The Baby Boomers inability to truly see the causes of the barriers Millennials face creates a separation between generations, and the reality is creating a generation of people who are unable to be independent. LITERATURE REVIEW  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Since 1980 there has been plethora of research done on studying the causes of why young adults are deciding to live home with their parents for a longer period of time. Research has found that the recent Great Recession of 2008 hit the younger generation harder than any other group of people. The economic turmoil following is still suppressing millennials from upward economic mobility. They are also facing increased costs of housing, education, healthcare, and a new additional expense, technology. While these expenditures seem to be costing this generation more, they are facing the dilemma of decreased wages. ECONOMY  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Having an established career, and trying to make a living in the midst of a failing economy is difficult in and of itself, however just starting out can be even more challenging. In 1980, there was a recession triggered by tight monetary policy in an effort to fight mounting inflation (Sablik, 2013, para.2). It spiked the United States unemployment rate from 7.4% to 10% within only one year (Sablik, 2013, para.6). In order to see what affects the poor economy of 1980 had on college students, Lisa B. Kahn performed a long term study that examine[d] workers who graduate[d] before, during and after the recession of the early 1980s ( 2009, p.303). She used data that was from the National Longitudinal Survey of Youth from 1979, which followed 12,686 youths, ages 14 to 22, that were interviewed and followed till 1994, then every other year after that (Kahn, 2009, p. 304). The most recent data for her to have utilized was from 2006 (Kahn, 2009, p. 304). However, in her study she performed a cross-section white-male sample because their labor supply decisions are least sensitive to external factors such as childbearing or discrimination, which ultimately left her with 516 individuals who graduated college between 1979 and 1989, and that would have a minimum of 17 years within the labor force (Kahn, 2009, p. 304). A cross-sectional study is an observational study where the researcher compare[s] many different variables at the same time while looking at different population groups (What Researchers mean by). The variables Kahn chose to look at were wages, which were adjusted for inflation of the current time, to $2000 dollars (Kahn, 2009, p.305). She does not observe people who were enrolled in school, make less than $1 per hour, or more than $1000 per hour (Kahn, 2009, p. 305). She also looks at employment, occupation, which includes average income and education requirements for that occupation, and economy (Kahn, 2009, p. 305). In order to see how well the economy was, she used the national unemployment rate, as well as the state unemployment rate from years 1979-1989 (Kahn, 2009, p. 305).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Comparing the variables of employment, occupation, income, education requirements, and economy, Kahn found that if someone were to graduate in a bad economy, compared to some one who didnt, they would be negatively affected. She found that the white males who graduated in 1980-1985, in the height of the failed economy of 1981-82, earned less than those who graduated in 1979, 1986, and 1989, 15 years after graduating (Kahn, 2009, p. 307). She also found that those same graduates took longer to find jobs and had lower occupational attainment (Kahn, 2009, p. 307). Overall, her findings support[ed] [her] hypothesis that graduating from college in a bad economy has a long-run, negative impact on wages, a negative effect on occupational attainment and slight increases in both educational attainment and tenure for those who graduate in worse national economies (Kahn, 2009, p.312).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It has been almost forty years since the recession of 1982, and it seems that with each recession the turmoil that is caused keeps becoming more influential. Specifically, the economic crash of 2008 is still leaving its mark on the young adults of the 21st century ten years after. Since then, Several studies [have] documented how the economic crisis hit youth the hardest, as they experienced the largest increase in unemployment rates, which persisted long after the crisis (Sironi, 2018, p. 103). When Maria Sironi saw a lack of research on how greatly the Great Recession of 2008 impacted the economic health of young adults over time, and even internationally, she performed her own study to fill the void (Sironi, 2018, p. 103). The study she performed was to not only answer that question, but also to see what the consequences of economic uncertainty and income instability as related to young adults (Sironi, 2018, p. 103). She performed a cross-national comparative study that utilized the data from the Luxembourg Income Study, done in the years 1999, 2000, 2004, 2007, and 2010 that studies the income of young adults across five countries; US, UK, Norway, Germany, and Spain (Sironi, 2018, p. 106). It contains income, employment status, and paid hours of work of young adults, ages 22-30 (Sironi, 2018, p.106). She did take into account that since she is comparing different countries that there are trends that could affect what the results may look like. She mentioned that the different governments welfare regimens could have a negative or positive impact on a nations unemployment rate (Sironi, 2018, p.105). She mentions that a social-democratic government offers its citizens more generous funds, whereas a liberal governments welfare regimen, like the United States, offers its citizens less help (Sironi, 2018, p. 105). The complexity and difficulty involved in obtaining these government assistance programs affects how much help families receive when in a time of crisis (Sironi, 2018, p. 106). When looking at the economic conditions of these young adults, Sironi, looked at how many of them worked full time, meaning 35-40 hours a week; how many were low paid, meaning earning less than two-thirds the median income; what percentage were enrolled in higher education; what percent were female; and the unemployment rate (Sironi, 2018, p. 106-108). She wanted to look at how many young adults were enrolled in higher education because since the crisis hit more young people with higher levels of education, the possibility that the crisis and the lack of jobs pushed young adults to stay in school longer (Sironi, 2018, p. 108).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Sironis results regarding the United States, she found that there was an increase of young adults enrolling in higher education from 2000-2010 (Sironi, 2018, p. 108). At the same time full-time employment decreased, showing a larger decrease in the years 2007-2010 than in 2000-2007 (Sironi, 2018, p.108). For full-time working men, there was a -10.5% decrease, and for women there was a 5-6% drop between 2007-2010 (108). The respective unemployment rate for the United States between 2000-2010 increased from 4% to 9.6% (Sironi, 2018, p.108). Since these percents are an overall average of the unemployment rate for the United States, these could be higher in certain parts of the country depending on location and job prospects. Since there was a decrease in full-time workers, the proportion of low-paid individuals increased from 2007-2010 (Sironi, 2018, p.108). She continued on to find that the young adults who were most likely to be low-paid were those who were highly educated (Sironi, 2018, p.109). The correlation between the two led her to speculate that the probability of being low-paid over time is driven by young men and women staying in school longer, postponing the onset of financial stability (Sironi, 2018, p.111). From her finding she concluded that the group that suffered the largest increase in the probability of being low-paid over time was the group with high education and that it could be explained by the fact that young adults are reacting to the more competitive labor markets and to the financial crisis by staying in school longer and trying to protect themselves from economic uncertainty (Sironi, 2018, p.113). She did note that some things could not be explained. For example, due to different cultural norms, young adults facing a tighter economy may simply decide to live with their parents for longer, which means that they do not need to start working to provide for themselves, and this can partly explain the negative income trend observed over time (Sironi, 2018, p.114).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Even though her findings are substantial, her study did have limitations. The Luxembourg income study did have gaps in its data. As said before, it does not take into consideration the welfare regimens implemented in the different countries (Sironi, 2018, p.114). Sironi also mentions that when looking at economic conditions of youth, it would be ideal to have a more comprehensive measure of financial independence: This could be based on income from work, but also on many other factors, such as the cost of living (housing, food), public or private transfers, access to credit and future streams of income, and financial obligations. It should also take into account the family structure (Sironi, 2018, p.114).  Ã‚   Research on the economy of the two different generations has thus far shown us that millennials have had a harder time bouncing back from a recession than the baby boomer generation did. The Great Recession had a negative impact causing the unemployment rate to rise, and resulted in highly educated individuals to become underpaid. The recession of 1982, affected college graduates negatively as well. However, young adults of 1982 were still achieving milestones, and moving out of their parents home. Even though economic recessions inhibited personal and economic growth in each era, there are other factors that are contributing to why millennials are moving back home. INCOME AND EXPENSES  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Numerous things have changed in almost forty years that have affected how young adults presently achieve life goals. How much a young adult made in 1980 is drastically different as compared to what a young adult makes in 2018. The cost of housing, food, education, and necessary expenses such as health care, and technology for Americans today has skyrocketed. Young adults of the 21st century are facing an issue of decreasing wages, while the cost of living is increasing. Median earnings for 20- to 24-year-olds declined from $22,300 in 1980 to $17,500 in 2012 (in constant 2011–12 dollars) (Snyder, 2014, p.2). These amounts are controlled for their inflation in their time periods, and reflect the dollar amount if it were to be in 201-12 dollars. These statistics are leaving young adults no choice but to return home living with their parents.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a research article published by the Bureau of Labor and Statistics, it   examine[d] expenditure and income patterns for single, never-married young adults (persons aged 21 to 29 years) who were interviewed in 2004–05 and compare[d] the patterns with those exhibited by single young adults 20 years earlier, in years 1984-85 (Paulin, 2008, p.19). The source of data used in the research was from the Interview Survey, a component of the Consumer Expenditure Survey (CE) which is the most detailed source of expenditure information collected directly from households by the Federal Government (Paulin, 2008, p.19). The participants used in the survey lived in   in urban or rural areas and in structures such as houses, condominiums, apartments, and group quarters (for example, college dormitories) and were interviewed every three months for five consecutive quarters to report expenditures (Paulin, 2008, p.20). Along with tracking a persons expenditures, they included what was call ed an outlay. Outlays   include periodic credit or installment payments for major items already acquired, such as automobiles, and essentially anything that is fully paid off is an expenditure (Paulin, 2008, p.20). Outlays provide a better view of monetary flows for young consumers, who presumably have less in savings or investments on which to rely for purchases and who therefore may depend on loans for financing more than do older consumers (Paulin, 2008, p.20). When comparing expenditures from 1984-85 and 2004-05, Paulin found that there were more young adults furthering their education, despite the substantial increased cost of college. Adjusting for the consumer price index, which measures changes in prices for goods and services that urban U.S. consumers purchase, shows that the cost of college tuition and fees more than quadrupledrising 365.3 percent from January 1984 to December 2005 (Paulin, 2008, p. 23). According to the National Center for Education Statistics, in 1984-85 the average cost for all colleges, private and public, including tuition, room, and board, was $4,563, compared to $13,792 in 2004-05 (2007). For overall expenditures, Paulin found that CPI for all goods and services rose nearly 82 percent from its base in 1984–85 (105.8) to its value in 2004–05 (192.1), meaning that $13,145 spent in 1984–85 would purchase about the same amount of goods and services as would $23,867 in 2004–05 (Paulin, 2008, p. 23). So far, these findings suggest that young adults of today have more difficulty affording things compared to young adults of 1984-85, since the American dollar back then could go a lot farther than it can now. The American dollar has actually depreciated over time. Adjusting for inflation, minimum wage in 1984 was $3.35 a hour, which had a value of $5.06 if it were to have been 1996 (Annual Minimum Wage Rates). In 2015, minimum wage was $7.25 and if it were to have been 1996, it would have a value of $4.08 (Annual Minimum Wage Rates). These values show that even though Americans are getting paid more than they were in 1984, that amount of money affords less today than it did in 1984. So far, research has shown that young adults, ages ranging from 22-30, are still in school, have not possessed their full time career, and are making less money than the former generation. While Americans are affording less, everything seems to be on the rise. Established earlier within this paper, most young adults of 1980 would have already had their homes by the time they reached 25. That scenario has dwindled over the years. According to the United States Census Bureau, in 1980 the average american home cost $76,000. If someone were to rent, which most young adults tend to do, in 1980 the average cost of rest was $481 (Historical Census of Housing Tables). In 2017, the average American home cost was $384,900 (United States Census Bureau). In 2000, which was the most recent year the census considered, rent rose to $602 (Historical Census of Housing Tables). If the census continued till 2018, there would be no doubt that the cost of homes and rent would continue to rise. Another concerning factor facing millennials is health insurance. Along with everything else, the cost of health insurance for young adults has increased, especially for those who do not fall under their parents insurance per The Affordable Care Act. A report from the United States Department of Health and Human Services showed a substantial difference in the amount spent per individual, as well as just in health insurance premiums. In 198 0, the health expenditure amount per person was only $942, and the expenditures for health insurance premiums in billions was $132.1 (Health, United States, 2016, 2017, Table 95. Personal health care expenditures, by source of funds and type of expenditure: United States, selected years 1960–2015, p.318). In 2015, the price of the health care expenditures was up to $8,468, and for health insurance premiums it was $2,151.2 billion dollars (Health, United States, 2016, 2017, Table 95. Personal health care expenditures, by source of funds and type of expenditure: United States, selected years 1960–2015, p.318). With such an increase in health care premiums even with the Affordable Care Act, combined with a decrease in income, millennials are facing another barrier that inhibits financial independence. One thing that was not present when Baby Boomers were in their twenties was technology. Yes, there were radios, televisions, and landline telephones. Though these types of technology were around in 1980, this type of technology was not integrated into everyday life where it was utilized for economic progression. Most members of the Baby Boomer, Generation X, and other pre-Millennial generations grew up working at a time when physical presence in the workplace on a daily basis was nonnegotiable (Tooley, 2014, p.5). However, millennials are the first generation where the technology of wifi, the internet, smartphones, or anything that can bring them countless information with just a touch of the finger, has become integrated within their leisure time, education, and even workplace. To millennials, not having this technology is unthinkable. In todays world a person is not able to not have access to the internet or wifi. Texts, emails, walkie-talkie apps, facetime, going live on a social network, do not only require the internet, wifi, or cell phone service, but these are the new forms of how people communicate with one another. Unfortunately having the latest technology does come with a price; its another added expense that Millennials face that the previous generations did not. In 2008, the average Windows notebook [went] for $700, while the average Apple laptop [had] cost above $1,500 (Frucci, 2008, para.1). It is now 2018, and the prices have only gone up. This topic of technology has not been thoroughly researched as factor contributing to millennial expenses since it has only been within the past ten years that it has been integrated into everyday tasks of Americans. RESEARCH PROPOSALIt will always be important to study different generations, and the factors that contribute to their economic stability or instability. Decisions made by a generational cohort impact the generations to come, as research has shown with the Recessions of 1982 and 2008. What makes the millennial generation stand apart from generations that have come before them is the introduction of technology and its impact on society. They have dealt with drastic increases in cost of housing, education, and healthcare, all while having an inverse relationship with the value of the american dollar. These variables have served to force young millennial adults back home with their parents. This is unprecedented in American h istory.   Although previous researchers have done a similar study to determine the economic health of millennials, not enough time has passed to see what impact these variables have had on this generation in correlation to millennials living with their parents. So far research has been done on millennials to see how the economic collapse has affected them by unemployment rate, income, education requirements for their occupation, the percent of young adults in higher education, and those who are working full-time over a course of several years. However, further study needs to be done.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The proposed research will be similar to that of the Consumer Expenditure Survey performed by the Federal Government, which is the most detailed source of expenditure information collected directly from households by the Federal Government (Paulin, 2008, p.19). The Federal Government went to citizens households every three months over period of 5 quarters, to collect expenditure data (Paulin, 2008, p. 20). As of the year 2016, the expenditures reported did include the variables this future study will consider; income, age, expenditures for healthcare, and education (Consumer Expenditures in 2016, 2018). However the variables added to this future study are level of education, level of education required by occupation, health care, specifically health insurance premiums, student loan debt if any, if they still live with their parents or not, whether or not one owns a home, if one is married, and expenditures for internet/wifi, cell service, and the cost of their technological devices. Although millennials will be asked a series of questions, the current unemployment rate for each year will be documented for this research to show the economic health for a given year. This study will be done over a course of 20 years only on individuals born between the years 1981-1999, since the youngest of the millennials are only 19 as of 2018; their adult lives have barely even started. Instead of physically going to an individuals household, a survey will be available alongside the American Community Survey (ACS) done by the United States Census Bureau online at https://www.census.gov/programs-surv eys/acs/ (Our Surveys Programs, 2018). It will be a completely separate survey related to the ACS, and only available to those born between 1981-99. Like the ACS, anyone born between these specific years will be mailed materials to participate. After receiving the information, millennials will have a 1-year time frame to activate their participation within this study. If someone has not activated their participation, they will not be included in the study. Even though for research purposes, it is effective to include every single millennial within the United States, in order to be able to track the same group of millennials over a long period of time, it is important that this remains constant. The materials will be mailed to the same group of millennials every single year over a 20 year period.   Once they go onto the United States Census Bureaus website, they will enter a number that will open up the survey. The survey questions that the millennials will be asked are available in the appendix. In order to bring awareness to this survey, since the questionnaire will be newly developed and unknown to the millennial population, ads will be run on several social media outlets like Facebook or Instagram, as well as on radio stations, news channels and websites, and any technological platform since this is the main way they receive information. Reminders to complete the survey each year will reach millennials by the same methods.The information gathered on this questionnaire are quantitative as well as qualitative. Making these questions specific to only the millennial generation, not the whole population, will show how prosperous, or not, the millennial generation became in their older adulthood. However this study w

Americ The People, For The Corporations - 1738 Words

America: By the People, For the Corporations I. Introduction Corporate money in politics has become an increasingly prominent issue in the political spectrum of the United States after the 2010 Citizens United Supreme Court decision which lifted the cap on political contributions from corporations, thus increasing the influence companies have on the US electoral process (Shekar 71). This controversial court case brought the issue of non-voter influence on elected officials to the political stage and gave worry to many Americans who sought equal representation in government. In response to the worries of many of these voters, political experts and scholars have written at length on possible solutions to the problem, with three main†¦show more content†¦This large outspending of the American electorate by corporations has caused â€Å"candidates (to) adjust their ideologies, or their levels of polarization, in response to the(ir) funding environment†, shifting the representation in government from the views people to the needs of corporations who are now almost solely responsible for funding elections (Espinoza 1). This shift in representation represents an immense threat to the citizens of the United States and to democracy as a whole, as politicians have now begun to adjust their views to fit that of wealthy campaign contributors to continue to win elections. If politicians continue to care more about catering to large campaign donors than to the people who elect them, the government is no longer a representative system for the people, but a subsidiary of corporate interest. III. Background Corruption in America’s campaign finance system has been a continuous issue since the birth of the country, but it truly took shape after the Supreme Court ruled on the Citizens United v. FEC court case which allowed corporations to be considered people, and therefore protected under the first amendment right of free expression. This decision meant that business and other protected entities could use their substantial financial prowess to influence the political process (Wiist

Interviewing Elderly Person Free Essays

Jheanell Thompson March 28, 2009 LEH301/0792 Black Image Midterm Research Observation Midterm Observation On March 18th, 2009 at Lehman College the college hosted an Educational College Summit for staff, incoming college students and current college students. The topic was based on â€Å"Increase in the Number of New York City High School Graduates Enrolling at CUNY Colleges,† which shows the rising of Blacks and Hispanic High School students from New York City Public Schools that are enrolling into CUNY four year senior and community colleges. More students enrolling from the public schools into CUNY colleges is the proof of the education reforms that are working and preparing students better for higher education opportunities,† mayor Bloomberg had quoted in his speech at the school summit. We will write a custom essay sample on Interviewing Elderly Person or any similar topic only for you Order Now The summit was educational the reason why is because College Summit inundates these workshop students with resources, such as writing coaches, mentors and trained counselors, in order to instill in them the belief that they indeed are ‘college material,’ while providing them with the information and knowledge to enroll in college. College Summit’s is to increase the college enrollment rate of low-income students. With high schools, colleges, employers, community leaders and the public sector, College Summit is to work to ensure that every student who can make it in college makes it to college. A growing number of schools, teachers and counselors now have the tools through professional development training provided by College Summit on how to best support the needs of students through the college application process. Educators are also using College Summit’s curriculum to break down the application process into more ease. Schools, too, now have the kind of data and support they need to make college access for all students a priority. For preparation of high school student I believe students do succeed at completing their education, progressing into higher education can appear to be succeeded with obstacles that cannot be overcome. Yet, we have low income families that should be determine in receiving a college education when the student desires to progress through school. Low income students can be assisted with financial aid from state and federal entities that will allow them to afford higher education. Also, if students that comes from families that have previously attended college, are more likely too easily for students entering college. So, since one of the goals of high schools in the public education system is to prepare students for life following high school, it appears that part of that preparation should be for the student to understand the processes associated with entering higher education. One thing that the mayor speaks on was High School students are now receiving their high school diploma and entering college at the same time. Today High School students are graduating on time is on the rise, because right now it is harder for dropout students to get jobs than for students with high school diplomas. Nowadays, students are required to have good skills in order to get good paying jobs. The only way they can get those skills is by staying in school and getting a diploma to prove they have acquired the skills they need for the job. To me I feel that High School Students should not be permitted to drop out of school because it will be harder for them to get good paying jobs. In our nation’s largest communities today our students of color, primarily African American and Latino are now finishing high school. I guess they now realizing that without a High School diploma can get no one anywhere in life, especially in today’s hard economy we are facing. The point is to reach out to students and point them to the right direction by funding mentoring programs, support groups and etc. I for example, I enjoy being a college student more than being a high school student. In the time that I have been in college, I have seen that more freedom is allowed to students in college than in high school. Such choices as the note taking, the environment, or class selection are a few examples of how college is less restrictive than high school. Because of the educational freedom and having more control over my education, I find being a college student more enjoyable than being a high school student. Schooling is a very important aspect in our lives and we must go through many steps to higher education; the most important steps in society today, are high school and college. Although high school and college aim for the same goal, college is the responsible factor. Since, I had to learn on my very own, since my first year of college as a freshman till now as a senior in college. How to cite Interviewing Elderly Person, Papers

Software Architecture Design Patterns Essay Example

Software Architecture Design Patterns Essay Software architecture is defined as the structured process providing a solution that meets technical and operational requirements of a project while optimizing performance and security. Architecture provides a set of abstract patterns guiding the design of a software system. This provides for problem-solving and planning to a software solution. Once the purpose and specifications of the proposed software is determined the next step is to design a plan for the solution. Design Patterns allows designers to reuse the fundamental concepts of methodologies employed from previous solutions to complete a current project. These patterns provide a template on how to solve a problem in various situations. According to (Tichy, 2010) design patterns serve to improve the structure of the software, simplify maintenance and help avoid architectural drift. Design patterns also allow for improved communication amongst the software developers which results in a superior product. Patterns are used as they speed up developmental processes by providing tested, proven development paradigms. Reusing design patterns improves code readability for coders. There are two categories in design patterns, Creational design patterns and Structural Design Patterns. This paper will discuss examples of each underlining their objectives and disadvantages. Structural design patterns Adopter Design Pattern (aka Wrapper) Adopter design pattern converts the interface of one class into another class. This achieved by taking the instance of the class to be converted and uses the methods the adoptee has available to create methods which are expected. It wraps the existing class with a new interface. It allows for impedance by matching an old component to a new system. This becomes particular useful when for instance a company purchases an off the shelf product and wishes to adopt it into their current system. We will write a custom essay sample on Software Architecture Design Patterns specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Software Architecture Design Patterns specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Software Architecture Design Patterns specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The disadvantages of this method arises when trying to implement new product with software with legacy code, this can prove to be time consuming and often tedious work. It is difficult to maintain and extend the functionality of most legacy software. Facade Design Pattern The Facade design pattern provides a simple interface to a complex collection of modules or code. It provides a unified interface to a set of interfaces in a subsystem, thereby wrapping a complicated subsystem with a simpler interface. This is particularly useful when a segment of the client community needs a simplified interface to the overall functionality of a complex subsystem. The main advantage of the facade pattern is that you can divide up a JSEE application into logical groups by business functionality. The disadvantage of facade design pattern is that it is very complicated and requires designers with much experience. Proxy Design Pattern Proxy design pattern provides a surrogate or place holder for another object to control access to it. It adds a wrapper and delegation to protect the real component from undue complexity. Proxy is a class that functions as an interface to something else such as a network collection or a large object in memory. This is useful when you need support for objects that use large resources and you do not want to instantiate such objects unless they are requested by the client. The advantage of employing this design pattern is that it allows for better performance and lowers cost of ownership. Another advantage is that it is easier to manage. The disadvantage of using Proxy accounts is that it is inherently less secure. Creational Design Patterns Abstract Factory Design Abstract design pattern provides an interface for creating families of related or dependant objects without specifying their concrete class. It refers to the newly created object through a common interface. The advantage of this abstract factory design is that new objects can be added without changing a single line of code in the framework. The disadvantage is that it does create more code and could introduce added complexity in the DTO. Factory Method Design Factory design Pattern defines an interface for creating an object letting the subclasses decide which class to instantiate. This method lets a class defer instantiation to subclasses. This can be used when a framework needs to standardize the architectural model for a range of applications to define their own domain objects and provide for instantiation. It allows for isolation of concrete classes and promoting consistency among products. The disadvantage of this pattern is that it is difficult to support with new kinds of products and becomes difficult when expanding. Conclusion This paper looked at several design patterns for software architecture. Each method is can be employed by determining the needs of your project. Design patterns are reusable templates that function as a guide to developers needs. References (Gamma, Helm, Johnson, 1995) Gamma, E. , Helm, R. , Johnson, R. (1995). Design Patterns. Retrieved from http://www. theperlreview. com/Articles/v0i4/facade. pdf Source Making. (2010,December). Design Patterns. Retrieved from http://sourcemaking. com/design_patterns Tichy, W. F. (2010,December). Essential Software Design Patterns. Retrieved from http://wwwipd. ira. uka. de/~tichy/patterns/overview. html

10 Potassium Facts (K or Atomic Number 19)

10 Potassium Facts (K or Atomic Number 19) Potassium is a light metallic element that forms many important compounds and is essential for human nutrition. Here are 10 fun and interesting potassium facts. You can get more details about potassium on the potassium facts page. Fast Facts: Potassium Element Name: PotassiumElement Symbol: KAtomic Number: 19Atomic Weight: 39.0983Classification: Alkali MetalAppearance: Potassium is a solid, silvery-gray metal at room temperature.Electron Configuration:  [Ar] 4s1 Potassium is element number 19. This means the atomic number of potassium is 19 and each potassium atom has 19 protons.Potassium is one of the alkali metals, which means it is a highly reactive metal with a valence of 1.Because of its high reactivity, potassium is not found free in nature. It is formed by supernovas via the R-process and occurs on Earth dissolved in seawater and in ionic salts.Pure potassium is a lightweight silvery metal that is soft enough to cut with a knife.  Although the metal appears silver when its fresh, it tarnishes so quickly that it normally appears dull gray.Pure potassium usually is stored under oil or kerosene because it oxidizes so readily in air and reacts in water to evolve hydrogen, which may be ignited from the heat of the reaction.The potassium ion is important for all living cells. Animals use sodium ions and potassium ions to generate electric potentials. This is vital for many cellular processes and is the basis for the conduction of nerve im pulses and stabilization of blood pressure. When not enough potassium is available in the body, a potentially fatal condition called hypokalemia can occur. Symptoms of hypokalemia include muscle cramps and irregular heartbeat. An overabundance of potassium causes hypercalemia, which produces similar symptoms.  Plants require potassium for many processes, so this element is a nutrient that is readily depleted by crops and must be replenished by fertilizers. Potassium was first purified in 1807 by Cornish chemist Humphry Davy (1778–1829) from caustic potash (KOH) via electrolysis. Potassium was the first metal to be isolated using electrolysis.Potassium compounds emit a lilac or violet flame color when burned.  It burns in water, just like sodium. The difference is that sodium burns with a yellow flame and is more likely to shatter and explode!  When potassium burns in water, the reaction releases hydrogen gas. The heat of the reaction can ignite the hydrogen.Potassium is used as a heat transfer medium. Its salts are used as a fertilizer, oxidizer, colorant, to form strong bases, as a salt substitute, and for many other applications.  Potassium cobalt nitrite is a yellow pigment known as Cobalt Yellow or Aureolin.The name for potassium comes from the English word for potash. The symbol for potassium is K, which is derived from the Latin kalium and Arabic qali for alkali. Potash and alkali are two of the potassium compounds k nown to man since ancient times. More Potassium Facts Potassium is the 7th most abundant element in the Earths crust, accounting for about 2.5% of its mass.Element number 19 is the 8th most abundant element in the human body, accounting for between 0.20% and 0.35% of body mass.Potassium is the second lightest (least dense) metal after lithium.Three isotopes of potassium occur naturally on Earth, although at least 29 isotopes have been identified. The most abundant isotope is K-39, which accounts for 93.3% of the element.The atomic weight of potassium is 39.0983.Potassium metal has a density of 0.89 grams per cubic centimeter.The melting point of potassium is  63.4  oC or  336.5 K and its boiling point is  765.6  oC or  1038.7 K. This means potassium is a solid at room temperature.Humans can taste potassium in aqueous solution. Dilute potassium solutions taste. Increasing the concentration leads to a bitter or alkaline flavor. Concentrated solutions taste salty.One lesser-known use of potassium is as a portable oxygen source. Potassium superoxide (KO2), is an orange solid used to release oxygen and absorb carbon dioxide in respiration system for submarines, spacecraft, and mines. Sources Haynes, William M., ed. (2011). CRC Handbook of Chemistry and Physics (92nd ed.). Boca Raton, FL: CRC Press.Marx, Robert F. (1990). The history of underwater exploration. Courier Dover Publications. p. 93.Shallenberger, R. S. (1993). Taste chemistry. Springer.

4 Teaching Philosophy Statement Examples

4 Teaching Philosophy Statement Examples An educational philosophy statement or teaching philosophy statement is a brief essay that all nearly prospective teachers are required to write. Vanderbilt University explains: A teaching (philosophy) statement is a purposeful and reflective essay about the author’s teaching beliefs and practices. It is an individual narrative that includes not only one’s beliefs about the teaching and learning process but also concrete examples of the ways in which he or she enacts these beliefs in the classroom. A well-crafted teaching statement gives a clear and unique portrait of the author as a teacher. Ohio State Universitys Center for the Advancement of Teaching further explains that a teaching philosophy statement is important because a clear philosophy of teaching can lead to a change in teaching behavior and foster professional and personal growth. Examples of Teaching Philosophy Statements Sample 1 This passage is an example of a strong statement of teaching philosophy because it puts students where they belong in education: at the front and center of a teachers focus. An author who writes such as a statement is likely to continuously examine and verify this philosophy  by always ensuring that student needs are the primary focus of all lessons and schoolwork. My philosophy of education is that all children are unique and must have a stimulating educational environment where they can grow physically, mentally, emotionally, and socially. It is my desire to create this type of atmosphere where students can meet their full potential. I will provide a safe environment where students are invited to share their ideas and take risks. I believe that there are five essential elements that are conducive to learning. (1) The teachers role is to act as a guide. (2) Students must have access to hands-on activities. (3) Students should be able to have choices and let their curiosity direct their learning. (4) Students need the opportunity to practice skills in a safe environment. (5) Technology must be incorporated into the school day. Sample 2 The following statement is a good example of a teaching philosophy because the author emphasizes that all classrooms, and indeed all students, are unique and have specific learning needs and styles. A teacher with such a philosophy is likely to ensure that she spends time helping each student achieve her highest potential. I believe that all children are unique and have something special that they can bring to their own education.  I will assist my students to express themselves and accept themselves for who they are, as well embrace the differences of others. Every classroom has its own unique community; my role as the teacher will be to assist each child in developing their own potential and learning styles. I will present a curriculum that will incorporate each different learning style, as well as make the content relevant to the students lives. I will incorporate hands-on learning, cooperative learning, projects, themes, and individual work that engage and activate students learning.   Sample 3 This statement provides a solid example because the author emphasizes the moral objective of teaching: that she will hold each student to the highest expectations and ensure that each one is diligent in her studies. Implied in this statement is that the teacher will not give up on even a single recalcitrant student. I believe that a teacher is morally obligated to enter the classroom with only the highest of expectations for each and every one of her students. Thus, the teacher maximizes the positive benefits that naturally come along with any self-fulfilling prophecy. With dedication, perseverance, and hard work, her students will rise to the occasion. I aim to bring an open mind, a positive attitude, and high expectations to the classroom each day. I believe that I owe it to my students, as well as the community, to bring consistency, diligence, and warmth to my job in the hope that I can ultimately inspire and encourage such traits in the children as well. Sample 4 The following statement takes a slightly different tack: Classrooms should be warm and caring communities. Unlike the previous statements, this one minimizes the individuality of students and emphasizes that, essentially, it take a village to foster truly community-based learning. All teaching strategies then, such as morning meetings and community problem solving, follow this philosophy. I believe that a classroom should be a safe, caring community where children are free to speak their mind and blossom and grow. I will use strategies to ensure our classroom community will flourish, like the morning meeting, positive vs. negative discipline, classroom jobs, and problem-solving skills. Teaching is a process of learning from your students, colleagues, parents, and the community. This is a lifelong process where you learn new strategies, new ideas, and new philosophies. Over time, my educational philosophy may change, and thats okay. That just means that I have grown and learned new things. Components of a Teaching Philosophy Statement A teaching philosophy statement should include an introduction, body, and conclusion- just as you would expect of your students if they were writing a paper. But there are specific components that you need to include in any such statement: Introduction: This should be your thesis statement where you discuss your general belief about education (such as: I believe all students have a right to learn) as well as your ideals in relation to teaching. You should begin with the end, says James M. Lang in an Aug. 29, 2010, article titled, 4 Steps to a Memorable Teaching Philosophy published in The Chronicle of Higher Education. Lang says you should consider what the students will have learned once they depart your class, after having been guided by your teaching philosophy and strategies. Body: ​In this part of the statement, discuss what you see as the ideal classroom environment and how it makes you a better teacher, addresses student needs, and facilitates parent/child interactions. Discuss how  you would facilitate age-appropriate learning,  and how you  involve students in  the assessment process. Explain how you would put your educational ​​ideals  into practice. Lang says that you should clearly state your goals and objectives for students. Layout specifically what you hope your teaching will help students to accomplish. Be specific by telling a story or offering a detailed description of an innovative or interesting teaching strategy you have used, says Lang. Doing so, helps your reader understand how your teaching philosophy would play out in the classroom. Conclusion: In this section, talk about your goals as a teacher, how you have been able to meet them in the past, and how you can build on these to meet future challenges.  Focus on your personal approach to pedagogy and classroom management, as well as what makes you unique as an educator, and how you wish to advance your career to further support education. Lang notes that, while you dont need to use official citation style, you should cite your sources. Explain where your teaching philosophy originated- for example, from your experiences as an undergraduate, from a faculty mentor you worked with during your teacher-training program, or perhaps from books or articles on teaching that had a particular influence on you. Formatting Your Statement In addition to considering the type of teaching philosophy to write, Ohio State University offers some general formatting suggestions. The Ohio State University Center for the Advancement of Teaching states: Statement Format There is no required content or set format.  There is no right or wrong way to write a philosophy statement, which is why it is so challenging for most people to write one. You may decide to write in prose, use famous quotes, create visuals, use a question/answer format, etc. There are, however, some general rules to follow when writing a teaching philosophy statement, says the universitys teacher-training department: Keep it brief. The statement should be no more than one to two pages, according to the Ohio State University Center for the Advancement of Teaching. Use present tense, and write the statement in the first person, as the previous examples illustrate. Avoid jargon. Use common, everyday language, not technical terms, the university advises. Create a vivid portrait that includes strategies and methods ... (to help) your reader take a mental peek into your classroom, adds the Ohio State University Center for the Advancement of Teaching. Additionally, make sure you talk about your  experiences and  your  beliefs and ensure your statement is original and truly describes the methods and philosophy you would employ in teaching, the university adds.

How did the Internet has brought people to think and see the world Research Paper

How did the Internet has brought people to think and see the world globally - Research Paper Example Mass media – this is written, spoken or broadcast communication with reach to a great range of audience (Zlatar 1). This includes radio, television (TV), advertisements, billboards, movies, magazines, mobile phones, newspapers, the Internet, and so forth. As earlier noted, media acts as a highway or rather a vehicle over which there is viral transmission of content, allowing a given user to initiate communications with multiple people across the globe, with an opportunity given to each that allows them to even further spread the information to different people and places around the world (Besley and Burgess 631). A clever and dedicated person possessing a quality message can turn the whole world into a personal marketing force with the use of the mass media. In addition, Zlatar reveals that media helps people be noticeable as it helps them engage with their audience as well as allow easy location or identification of the right audience to add on the cheap costs of advertizing it presents to its users (3). Political. The mass media can be an effective tool for enabling a country’s citizens monitor the activities of their governments and use this type of information to carry out their voting decisions. The deliverable of this is a government that is more accountable for its citizens as well as responsive to the needs of the citizens. In democratic governments, Besley and Burgess assert that free media aims at scrutinizing those in power and providing the public with unbiased and accurate information so that they can appropriately act on it (632). Thus, it acts as an effectual check on the power of the government as well as the influence it has over its citizens (Etling, Faris and Palfrey 37). The past few decades have been accompanied by an unprecedented increase in mass media plus reducing costs of TV, radio, and Internet services. Besley and Burgess believes that this trend has helped bring the political activities of the world to a much larger au dience as well as help various political elements or rather organizations reach a wider range of people quickly and effectively (634). Etling, Faris and Palfrey believe that the major issue with media is the inability to take a neutral stand where some take one side of the political continuum providing them with the best biased coverage at its best and at its worst acting like a virtual propaganda machines for a given political organization and or entity (41). Media coverage occurs via a wide range of gadgets ranging from mobile phones to computers working online. Today’s politics is taking a different dimension as many are adopting media or rather the mass media to pass over their political intents as well as organize political meetings and or rallies. In addition, the prevailing generation of young people is heavily immersed into the social media, for instance, Facebook and Twitter. A number of politicians have gone further to use the short message service (SMS) to communic ate their political ideas and or information to various target audiences (Etling, Faris and Palfrey 42). Social. Today, the internet has become a basic need to almost everyone and its use has continually increased with the increasing innovation of social networks (Gladwell 42). Communication in today’s societies is propelled by the constant development of new and quality social networking sites yet some find less enthusiasm in the type of interactions that these social

The Tylenol Murders, Ch. 2 Essay Example | Topics and Well Written Essays - 750 words

The Tylenol Murders, Ch. 2 - Essay Example All through the period of Tylenol murder case trial, company maintained constant communication across its different public, displaying innate honesty, ethical considerations and concern for the welfare of the people at large. It disseminated critical information regarding the Tylenol capsules and projected a credible image of ethical and responsible behavior. The company had addressed the critical issue of Tylenol murder that would have affected the performance of the company and significantly impacted its credibility amongst the various stakeholders. In the case, two types of public were involved. The internal public consisted of management and workforce and the external public comprised of various stakeholders and shareholders, users of company’s products, distributors, media and all those who were directly or indirectly impacted by the product. The timely communication to the public by the chairman was vital factor that helped to inculcate confidence and trust amongst them. His assurance to the public regarding fair investigation and withdrawal of the lot from the market was highly effective way to boost company’s falling credibility amongst its various public. ... It had the desired affect and company triumphed over the crisis without any adverse impact on its market. Tools used in PR The company had used different tools of public relation. Public relation briefing was constantly used to announce important information regarding company’s position with regard to the product, extra-strength Tylenol capsules that was used in the murder case. Indeed, publicly acknowledging that cyanide was used in its premises was an important step that helped establish its credibility in tough times and highlighted its transparent way of functioning in the eyes of its various stakeholders. The company also removed its advertisement of the product and announced reward for killers through widespread advertisements. It also issued warning to doctors, hospitals and distributors about the Tylenol capsules. Media, in different formats, has a powerful influence on the public at large. Using media is therefore essential part of effective public relation exercise ( Wilcox & Cameron, 2009). The company had also exploited media’s potential when the Chairman, Burke appeared on the investigative new program and effectively communicated company’s stance on the issue and the steps taken by it. The PR tools helped to forge closer bonds with its investors and various stakeholders, including customers. The periodic press releases were essential part of PR exercises that maintained constant communication with the public and kept them updated with the Tylenol murder case and the company’s role in facilitating investigation. The risk of bad publicity can have huge long term ramifications on company’s future and adversely impact its credibility and market (Sietel, 2007). But Johnson & Johnson was able to change public

The Scarlet Letter Essay -- Literature

In The Scarlet Letter, Hawthorne analyzes Hester, Dimmesdale, and Chillingworth. In the story, Hester is the main character of the story and was called Mistress Prynne (Hawthorne 70). Dimmesdale, in the story was referred to as Reverend Dimmesdale (Hawthorne 90). Chillingworth was originally named, Roger Prynne but later in the story he changed his name to Roger Chillingworth. In the story, Hester committed adultery with Dimmesdale against Chillingworth and in the beginning she got punished and sent to prison and later she got to get out of prison but with the exception of having to wear the letter A on her breast every time she went out in to town. In The Scarlet Letter, Hester is the main character. Hester is referred to as â€Å"Mistress Prynne† (Hawthorne 70). The Scarlet Letter also mentions she is holding her three month old baby, Pearl, in her arms who winked and turned her head by the sun’s rays (Hawthorne 71). She is described as having an elaborate embroidery and fantastic flourishes of gold thread â€Å"letter A† on the breast of her gown (Hawthorne 71). Hester was also a tall woman (Hawthorne 72). Her hair was dark and abundant her hair shined while the sunshine gleamed off her hair (Hawthorne 72). Hester had a marked brow and dark black eyes (Hawthorne 72). Hester Prynne is often described as a lady-like person (Hawthorne 72). Hester’s role in the story is described as sleeping with a priest and got accused of committing adultery and got punished by having to wear a scarlet letter â€Å"A† on the breast of her gown (Hawthorne 71). Hester Prynne’s punishment is to go to prison and then with her child, Pearl, go and stand out on the platform in front of everybody wearing her scarlet letter on the breast of her gown (Howells). Hester... ...1. Literature Resources from Gale. Web. 2 Feb. 2012. Reid, Bethany. "Narrative of the Captivity and Redemption of Roger Prynne: Rereading The Scarlet Letter." Studies in the Novel 33.3 (Fall 2001): 247-267. Rpt. in Nineteenth-Century Literature Criticism. Ed. Jessica Bomarito and Russel Whitaker. Vol. 158. Detroit: Gale, 2006. Literature Resources from Gale. Web. 3 Feb. 2012. Symons, Arthur. "Nathaniel Hawthorne." Studies in Prose and Verse. E. P. Dutton & Co., 1904. 52-62. Rpt. in Nineteenth-Century Literature Criticism. Ed. Laurie Lanzen Harris. Vol. 2. Detroit: Gale Research, 1982. Literature Resources from Gale. Web. 3 Feb. 2012. Tamkang Review. "John Updike's S." Tamkang Review 25.3-4 (Spring-Summer 1995): 379-405. Rpt. in Twentieth-Century Literary Criticism. Ed. Janet Witalec. Vol. 126. Detroit: Gale, 2002. Literature Resources from Gale. Web. 2 Feb. 2012.

High School District Essay

Declining high school dropout rates continue to reflect on the American educational system. Dropout rate for high school students refer to the number of individuals within the high school age range, between 16 to 24 years of age, who have not enrolled in school, obtained a high school diploma, or achieved equivalency documentation when compared to the general population for this age range. National statistical data indicates that the dropout rate decreased by 6 percent from 15 percent in 1972 to 9 percent in 2006. A similar decrease by 2 percent from 11 percent in 2000 to 9 percent in 2006 also occurred. (National Center for Education Statistics, 2008) There are differing interpretations of the implications of these statistics particularly on developments in the educational system. Some consider this a positive reflection on the educational system while others recognize this as the persistence of the problems. Regardless of the perspective, the relative dropout rate points to improvements in the number of people not enrolling or completing high school as well as an area for further improvement. Dropping out from high school has adverse consequences to individuals and the broader community. On the part of individuals, majority of those who have dropped out of high school were unable to find jobs or engage in odd jobs (Stanard, 2003). Even if employed, there are limited opportunities for career advancement. Income would also likely remain low. (Campbell, 2004) This affects long-term financial security. On the part of communities, the dropout rate means more people likely to become dependent on the social welfare program of the government. This also translates into greater risk of involvement in alcoholism and drug use likely to co-occur with criminal activity. (Martin, Tobin & Sugai, 2002) Even with a decreased dropout rate, it is important to continue addressing this issue by getting at the root of the problem. While the dropout rate has declined, there is no change in the dropout rates when considering all races. The racial gap over the dropout rate remained the same. (Heckman & LaFontaine, 2007; National Center for Education Statistics, 2008) In comparing the dropout rate among Caucasians and Hispanics, the difference or gap in drop out rate is 20 percent in 1980 and 19 percent in 2000. Two reasons account for the nil change in the racial gap over the dropout rate between Caucasians and Hispanics. One is the census bias with Hispanic immigrants who have not graduated from high school included in the statistical data (Christle, Jolivette & Nelson, 2007). This gives rise to the issue of the evaluation of statistical measures and variables in determining dropout rates. The rise in Hispanic immigrants kept a high dropout rate for Hispanics even if the national dropout rate has declined. Another is school related factors that cause the racial disparity in dropout rate at the states and district levels (Orfield et al. , 2004). This means that there are race related school factors at the local level that contribute to the persistence of a huge gap between the dropout rates of Caucasians and Hispanics. One factor is the extent of inclusion or seclusion of minority students in various high schools of different districts (Heckman & LaFontaine, 2007). Another factor is the lower socio-economic status or higher poverty rates of minority high school students in various school districts leading to higher dropout rates (Orfield et al. , 2004). There are differences in the causes of dropout rates at the state or district level because of variances in the existing determining factors and the impact of these factors on racial disparity in dropout rates. State or district level studies are important in identifying and understanding the root cause of the racial gap in dropout rates. In the state of California, there is a concentration of dropout rates in certain schools. There are 2,462 high schools in the state but 100 of these high schools contribute 40 percent of students dropping out from high school. Of this number, 25 high schools account for 21 percent of the dropout rate. The mean rate of high school drop outs in the state is 3. 5 percent and most of the high schools in California report a dropout rate that is lower or equal to the average. Of the total number of schools in California, 76 schools have a more than 50 percent dropout rate. However, there are 662 high schools in the state without any dropouts. This zero dropout rate in these high schools is due largely to the non-traditional schools. In the different high schools, the dropout rate relative to race varies. (â€Å"One hundred,† 2008) Even at the state level, there are disparities in the dropout rate per school when considered relative to the varying racial composition of the school and other closely related school factors. As such, understanding the disparities in dropout rates relative to race requires study at the specific district level. The largest high school district in California is Kern County High School District. The district covers 22 educational institutions serving at least 37,000 students and employing 3,500 educational workers. The school district ranks as the 17th in terms of the highest number of dropouts, with 1st as highest. A large number of the population in this school district is Hispanic comprising 68 percent, followed by Caucasian making up 44 percent. More than one-quarter of the population are living beyond the poverty line. (Orfield et al. , 2004) The racial composition of this school district provides an insightful locale in studying why there is disparity in the dropout rate between Caucasians and Hispanics. This district comprise a good venue in testing the applicability of different perspectives on the reasons for the racial gap for high school dropouts and the identification of other reasons for the differences in the dropout rates specifically between Caucasians and Hispanics. References Campbell, L. (2003–2004). As strong as the weakest link: Urban high school dropout. High School Journal, 87(2), 16–25. Christle, C. A. , Jolivette, K. , & Nelson, M. C. (2007). School characteristics related to high school dropout rates. Remedial and Special Education, 28(6), 325-339. Heckman, J. J. , LaFontaine, P. A. (2007). The American high school graduation rate: Trends and levels. IZA Discussion Paper No. 3216. Bonn, Germany: The Institute for the Study of Labor (IZA). Martin, E. , Tobin, T. J. , & Sugai, G. M. (2002). Current information on dropout prevention: Ideas from practitioners and the literature. Preventing School Failure, 47(1), 10–18. National Center for Education Statistics. (2008). The condition of education 2008. Department of Education. Retrieved April 12, 2009, from http://nces. ed. gov/FastFacts/display. asp? id=16. One hundred California high schools account for more than 40 percent of the state’s dropouts. (2008, February 21). Reuters. Retrieved April 12, 2009, from http://www. reuters. com/article/pressRelease/idUS82976+21-Feb-2008+BW20080221. Orfield, G. , Losen, D. , Wald, J. , & Swanson, C. B. (2004). How minority youth are being left behind by the graduation rate crisis. Cambridge, MA: The Civil Rights Project at Harvard University. Stanard, R. P. (2003). High school graduation rates in the United States: Implications for the counseling profession. Journal of Counseling and Development, 81, 217–222.

SDSU Acceptance Rate, SAT/ACT Scores, GPA

San Diego State University (SDSU)  is a public research university with an acceptance rate of 34%. San Diego State University is part of the  California State University. The 293-acre campus is located on the northeastern edge of the city. The college ranks highly for study abroad, and SDSU students have a choice of 350 study abroad programs. The university has an active Greek system with nearly 50 fraternities and sororities. SDSUs strengths in the liberal arts and sciences earned it a chapter of  Phi Beta Kappa. In athletics, the San Diego State Aztecs compete in the NCAA Division I  Mountain West Conference. Considering applying to San Diego State University? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, San Diego State University had an acceptance rate of 34%. This means that for every 100 students who applied, 34 students were admitted, making SDSUs admissions process competitive. Admissions Statics (2017-18) Number of Applicants 69,043 Percent Admitted 34% Percent Admitted Who Enrolled (Yield) 24% SAT Scores and Requirements San Diego State University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 84% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 560 650 Math 550 660 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of SDSUs admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to SDSU scored between 560 and 650, while 25% scored below 560 and 25% scored above 650. On the math section, 50% of students admitted to SDSU scored between 550 and 660, while 25% scored below 550 and 25% scored above 660. Applicants with a composite SAT score of 1310 or higher will have particularly competitive chances at San Diego State University. Requirements San Diego State University does not require the SAT writing section. SAT Subject tests are not required by SDSU. ACT Scores and Requirements San Diego State University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 43% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 22 29 Math 22 27 Composite 22 28 This admissions data tells us that most of SDSUs admitted students fall within the top 37% nationally on the ACT. The middle 50% of students admitted to San Diego State University received a composite ACT score between 22 and 28, while 25% scored above 28 and 25% scored below 22. Requirements Note that SDSU does not superscore ACT results; your highest composite ACT score will be considered. San Diego State does not require the ACT writing section. GPA In 2018, the average high school GPA for freshman admitted to SDSU was 3.73. These results suggest that most successful applicants to San Diego State University have primarily A and B grades. Self-Reported GPA/SAT/ACT Graph San Diego State University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to San Diego State University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in with a free Cappex account. Admissions Chances San Diego State University is one of the larger and more selective universities in the California State University System. Roughly one-third of applicants are accepted. The green and blue dots in the above graph represent accepted students. The majority of successful applicants had B averages or higher, SAT scores (ERWM) of 950 or higher, and ACT scores of 20  or better. Higher grades and test scores improve your chances of admission significantly. Youll notice that some students with lower grades and scores were accepted, and also that there are many spots of red (rejected students) in the middle of the graph. Some students with grades and test scores that seem to be on target for San Diego State University will still be rejected. What makes the difference between an acceptance and a rejection? Unlike the University of California System, the California State University admission process is not holistic. Except for EOP (Educational Opportunity Program) students, applicants do not need to submit letters of recommendation or an application essay, and extracurricular involvement is not part of the standard application. Instead admissions is based primarily on GPA and test scores. The reasons why an applicant with adequate scores and grades would be rejected tends to come down to factors such as insufficient college preparatory classes, high school classes that werent challenging, or an incomplete application. All admissions data has been sourced from the  National Center for Education Statistics  and  San Diego State University Undergraduate Admissions Office.