Racisim essays

Racisim essays Henry David Thoreau, Fredrick Douglass and Martin Luther King, Jr. all had one thing in common; they all were looking for ways to increase awareness of civil rights for blacks and to abolish slavery and segregation. They all felt that the government was being unjust on the laws of segregation and that the government was more of a political government than a moral government. Henry David Thoreau, opened the door for civil rights activist in the centuries to come, by standing up to the laws he felt was unjust. His ability to proclaim that the government was being unjust to the slaves and likewise their freedom-was done in enormous steps, by taking a stand for what he believed in. Thoreau was an educated man and prominent among the Transcendentalists, who were a group of writers and thinkers, which believed in something that goes beyond materialism. He all but denies his idealism in Civil Disobedience, however while spending a night in jail; he realizes he cannot quietly accept his governments behavior in regards to slavery. After his stay in jail, he then starts keeping a journal and continues the journal throughout his life, which eventually he was convinced that he was an excellent writer and he could earn a living from this. However, he made more money from lecturing on the lyceum circuit, a popular proving ground for speakers interested in promoting their ideas. In Civil Disobedience, Thoreau expresses his deep disgust with the government, a government that is not totally just, moral and respectful of an individual; a government, which is more interested in running people like machines then as humans, whether this be whites or blacks. He talks about not being able to call a government his that is also the slaves government. One of his most famous quotes is That government is best which ...

Taxonomy essays

Taxonomy essays Taxonomy is a branch of biology that pertains to the classification of organisms and their natural relationship to one another. There are seven categories: Domain, Kingdom, Phylum, Class, Order, Genus, and Species. Carlos Linnaeus designed this system. In this paper, I will describe the five different kingdoms. The first Kingdom is Eubacteria. This Kingdom was changed form Monera to Eubacteris just a few years ago. Eubacteria organisms are mainly bacteria and cyan bacteria. Bacteria are the most primitive form of life. Eubacteria have no nuclei and the D.N.A. consists only of a double helix. They do not reproduce by the process of meiosis or mitosis. The second Kingdom is Protista. Protista are more advanced than bacteria. Protists are microscopic organisms found almost anywhere that is moist. They are unicellular or simple multicellular organisms. Protists do have a nuclear membrane and reproduce by way of meiosis and mitosis. A few protests are responsible for disease such as malaria. Fungi is the third Kingdom. Fungi mainly consist of molds, yeasts, mildew, and mushrooms. Fungi cannot produce their own food. They must absorb their nutrition from other living or non-living species. They are composed of filaments called hyphae. These organisms reproduce by spores, which can be either sexually or asexually produced. The fourth Kingdom is Plantae. Plants are multicellular organisms such as regular land plants, trees, and shrubs. Plants contain celluose in their cell walls, which is what gives the plant strength. Most plants contain chlorophyll in their chloroplasts, which aids in the process of photosynthesis. Most plants are immobile. Plants are autotrophic which means they are able make their own food. The last Kingdom is Animalia. Animals include organisms such as humans, cats, dogs, and beetles. Animals are multicellular and most are able to move. All anim ...

This assignment is for a book review, not simply a book report. You Essay

This assignment is for a book review, not simply a book report. You will be expected to analyze and critique the book in additi - Essay Example Because of its stark telling of events, and its refusal to shy away from the darker moments of American history, the book Coming of Age in Mississippi should be required reading for anybody who wants to really understand what it was like for America to arrive at a time when people are more or less treated equally. The book is organized into four different sections, each one of which tells about a different time in Moody's life. There is one for her childhood, one for high school, one for when she was in college, and the last section is about her time in the civil rights movement trying to get the vote and other rights for African-Americans. Moody's childhood was not exactly happy, as her mother was poor and her abusive father left them. She had to work from an early age after school just so her family could afford food. In high school, things do not get much better as one of the boys she knows is killed by the Klu Klux Klan and she has to continue working, often for white people who do not treat her much better than they would treat a slave. Because of all this harsh treatment in her youth, Moody shows that she started to get way too interested in things like the KKK and lynchings and racial inequality. Many of her friends and family did not like this in her and that made things even more stressful. Moody was able to get a scholarship to play basketball in college and so is able to get a good higher education. It is during her college years that she decides to join the NAACP, which only makes her relationship with her family worse. This is because she and her family all start to receive threats from the various white people they know. The last part of the book is kind of redeeming and depressing at the same time. Moody joins the civil rights movement and goes to rural parts of the south to try and convince African-Americans to register to vote so they can get treated equally. Interestingly even here Moody is seen as sometimes too serious, and she does not neces sarily get along all the time with the other people in the movement. The end of the book is the most depressing part. Moody is on a bus going to Washington with a bunch of other activists and while they sing about how they shall eventually overcome oppression, she does not join in. She thinks of the violence and hatred in the south, and wonders if it will ever be over and if the movement will ever really have succeeded at what it set out to do by trying to get equality. The book Coming of Age in Mississippi, despite its depressing ending and much of the distressing events in it, really moved me as a person. I think of all the violence that African-Americans had to endure here in America, and it makes me mad. It’s especially disturbing to me since I am from middle-class white Texas and have also lived in Mississippi. While I would like to think my neighbors would not be the same as the people in the book if they had lived in the time period Moody writes about it is impossible to know for sure. I’m sure that some African-Americans who live in the south today are still treated unequally, although I hope not to the same degree as in the book. Although I do think the book does a good job of showing the darker side of events, I feel like there is not really very much about the good things. I think it would have been

Exceptions to the Search Warrant Requirement Essay

Exceptions to the Search Warrant Requirement - Essay Example A search warrant is not an administrative function, it is a judicial act. In the United States, the issue of Search warrants is determined under Title 18 of the US Code. The law has been restated and extended under Rule 41 of the Federal Rules of Criminal Procedure. Each state can frame its own laws governing the issuance of search warrants. Fourth Amendment to the United States Constitution is one of the provisions included in the Bill of Rights. The Amendment guards against unreasonable searches and seizures, and was originally designed as a response to the controversial writs of assistance, which were a significant factor behind the American Revolution. It is observed that , in US , of the of the 19.3 million traffic stops documented in the study, about 1.3 million motorists said they or their vehicle had been searched. In almost 90 percent of these searches, police found no evidence of a crime .As such, Fourth Amendment was made to protect the interest and rights of citizens and to prevent harassment to their personal life and property. It protects citizens against unreasonable searches and seizures, provides that a search warrant may be issued only on oath or affirmation that a crime was probably committed. The amendment applies only to governmental actors. It does not guarantee to people the right to be free from unreasonable searches and seizures conducted by private citizens or organizations. ... The Amendment guards against unreasonable searches and seizures, and was originally designed as a response to the controversial writs of assistance, which were a significant factor behind the American Revolution. It is observed that , in US , of the of the 19.3 million traffic stops documented in the study, about 1.3 million motorists said they or their vehicle had been searched. In almost 90 percent of these searches, police found no evidence of a crime .As such, Fourth Amendment was made to protect the interest and rights of citizens and to prevent harassment to their personal life and property. It protects citizens against unreasonable searches and seizures, provides that a search warrant may be issued only on oath or affirmation that a crime was probably committed.The amendment applies only to governmental actors. It does not guarantee to people the right to be free from unreasonable searches and seizures conducted by private citizens or organizations. More specifically, the Bill of Rights only restricts the power of the federal government, but the Supreme Court of the United States has ruled that the Fourth Amendment is applicable to state governments by operation of the Fourteenth Amen dment. Moreover, all state constitutions contain an analogous provision. For eg. Article 1, and 7 of the Tennessee Constitution. Under the Fourth Amendment , searches must be "reasonable" and " specific". This means that a search warrant must be specific as to the specified object to be searched for and the place to be searched. Fourth Amendment protects citizens from physical entry to the home by search officials. It applies equally whether the police enter a home to

Culture and Social Structure Essay Example for Free

Culture and Social Structure Essay Culture is a difficult thing to strictly define. Such a large variety of societal aspects fall under its realm, that its sometimes complicated to draw a line between what is part of a culture and what is not. To put it in extremely vague terms, culture is a way of life. All the traits that make up a particular society, from religious beliefs to modes of dress to art to methods of farming, build up a culture. Culture includes the good and the bad, the old and the new, the strong and the weak essentially it includes everything. Many varieties of cultures exist. There are the obvious ethnic cultures African-American culture, Latino culture, Greek culture, etc., each with their own foods, art, religion, familial roles, and values. American culture, for example, is generally considered to be relaxed apple pie, blue jeans, baseball and the like. Family roles are not set in stone, there is freedom to choose a religion based on ones own comfort (or choose no religion at all), and while a certain level of morality is maintained, values are generally loose. Compare this to the culture of the remote parts of India. There, a woman is required to serve her husband and his family, even after his death. They are very devout, and there is only one religion to choose from. They are held to a strict moral code, and anyone who violates this code is considered an outcast. There are many other ways to consider culture. There is the culture of a particular age group. A septuagenarian has a way of life very different than that of a teenager. His music, dress, beliefs, and goals are generally dissimilar to those of his younger counterpart. Or there is the culture of a particular time period. Pre-historic culture is, through modern inventions and human development, very different than the culture of today. A very important part of any culture is the social structure within. The social structure is essentially the roles or positions that particular individuals or groups in a culture fall into. For example, in the American culture, the President takes on a leadership role, those in the armed forces take on a protective role, and everyday citizens take on the responsibility of keeping the economy alive. On a much smaller scale, the social structure exists within a family as well. In your typical family, the mother takes on a nurturing position, while the father takes on the responsibility of earning money and providing for the others. Similarly, on a sports team, the coach is the leader, charged with guiding and motivating his players. The players themselves are responsible for putting forth their best effort and taking the team as far as it can go. While culture can be hard to define using words, one need only look around to experience everything that culture contains. Ones everyday life is culture, from the worldwide culture that everyone lives in, down to the personal culture of ones own house. Each person has a role in many different social structures, and each role is genuinely important. It is these roles, in these social structures that make up every part of every culture.

Pearl Harbor :: essays research papers

Pearl Harbor was certainly one of the most dramatic turning points in United States history, with all the elements that go along with an epic drama: heroes, villains, propaganda and conspiracy theories. It propelled the country from an isolationist continent into the spotlight on the world stage. World War II changed the way the world viewed the United States and how Americans viewed themselves. As a result of Pearl Harbor and the war the United States accepted the predominant world leadership role. The tragedy of Pearl Harbor shocked and united the American people into a singular purpose and goal to a greater extent than any other event before or since. As Americans awoke on a lazy Sunday morning in paradise, little did they know that within a few short minutes their lives would be changed forever. Sailors, Soldiers and Airmen watched in horror as the United States fleet including the mighty dreadnoughts burned and sank to the bottom of the shallow blue harbor. The calamity incited mass chaos and confusion. Numerous false rumors were spread including that Japanese paratroopers were invading Hawaii and that follow-on assaults were imminent. Above all, no one knew how to react since this was the first time since the War of 1812 that Americans were attacked on their own soil. As the nation was just recovering from the Great Depression, with optimism in the horizon the American people really had no desires to involve themselves in foreign wars. However President Franklin Roosevelt was aware of the actions taking place in Europe and Asia and could foresee the United States inevitable danger to the free world if the United States didn't take a stand in the war. While Americans favored neutrality the United States administration knew that it would only be a matter of time until the United States would enter the war. The convenient timing of Pearl Harbor allowed Roosevelt's unhindered pursuit of his interventionist agenda. This along with certain details, such as the lack of aircraft carriers at Pearl Harbor, led some to believe Roosevelt had forewarning of the attack and intentionally provoked the Japanese to open the backdoor to war. Twenty three hours after the initial aggression, Roosevelt declared war and ensured that, "This day will live in infamy†¦" in his address to Congress. In the end Americans pulled through and became their own heroes; Admiral Yamamoto's made a prophetic remark shortly after December 7, "I fear all we have done is to awaken a sleeping giant and fill him with a terrible resolve". Pearl Harbor :: essays research papers Pearl Harbor was certainly one of the most dramatic turning points in United States history, with all the elements that go along with an epic drama: heroes, villains, propaganda and conspiracy theories. It propelled the country from an isolationist continent into the spotlight on the world stage. World War II changed the way the world viewed the United States and how Americans viewed themselves. As a result of Pearl Harbor and the war the United States accepted the predominant world leadership role. The tragedy of Pearl Harbor shocked and united the American people into a singular purpose and goal to a greater extent than any other event before or since. As Americans awoke on a lazy Sunday morning in paradise, little did they know that within a few short minutes their lives would be changed forever. Sailors, Soldiers and Airmen watched in horror as the United States fleet including the mighty dreadnoughts burned and sank to the bottom of the shallow blue harbor. The calamity incited mass chaos and confusion. Numerous false rumors were spread including that Japanese paratroopers were invading Hawaii and that follow-on assaults were imminent. Above all, no one knew how to react since this was the first time since the War of 1812 that Americans were attacked on their own soil. As the nation was just recovering from the Great Depression, with optimism in the horizon the American people really had no desires to involve themselves in foreign wars. However President Franklin Roosevelt was aware of the actions taking place in Europe and Asia and could foresee the United States inevitable danger to the free world if the United States didn't take a stand in the war. While Americans favored neutrality the United States administration knew that it would only be a matter of time until the United States would enter the war. The convenient timing of Pearl Harbor allowed Roosevelt's unhindered pursuit of his interventionist agenda. This along with certain details, such as the lack of aircraft carriers at Pearl Harbor, led some to believe Roosevelt had forewarning of the attack and intentionally provoked the Japanese to open the backdoor to war. Twenty three hours after the initial aggression, Roosevelt declared war and ensured that, "This day will live in infamy†¦" in his address to Congress. In the end Americans pulled through and became their own heroes; Admiral Yamamoto's made a prophetic remark shortly after December 7, "I fear all we have done is to awaken a sleeping giant and fill him with a terrible resolve".

How Assumptions Influence Our Behavior Essay

Assumption analysis describes the activity adults engage in to bring to awareness beliefs, values, cultural practices, and social structures regulating behavior and to assess their impact on daily activities. Assumptions may be paradigmatic, prescriptive, or causal (Brookfield 1995). Assumptions structure our way of seeing reality, govern our behavior, and describe how relationships should be ordered. Assumption analysis as a first step in the critical reflection process makes explicit our taken-for-granted notions of reality. Contextual awareness is achieved when adult learners come to realize that their assumptions are socially and personally created in a specific historical and cultural context. Imaginative speculation provides an opportunity for adults to challenge prevailing ways of knowing and acting by imagining alternative ways of thinking about phenomena (Cranton 1996). The outcome of assumption analysis, contextual awareness, and imaginative speculation is reflective skepticism-the questioning of any universal truth claims or unexamined patterns of interaction. Former president Ronald Reagan simply assumed that everyone he encountered would like him; this belief was part of the fabric of his personality. The results were intriguing, in that even his enemies were attracted to him socially. His arch-nemesis in Congress, Democratic leader Thomas â€Å"Tip† O’Neil, commented that while he hated Reagan’s policies, on the personal level, â€Å"I find it impossible to dislike the guy.† At the other extreme, premature cognitive commitments too often work against us. A childhood friend, whom I considered brilliant when we were kids, in his mid-forties confessed to me that he had lived beneath his potential for much of his life. In sixth grade, he explained, his teacher belittled his work in such a way that it left him convinced he was incapable of academic learning. That conviction, which he carried throughout his teenage years and into adulthood, caused him to avoid challenging courses in junior high and high school, to stay away from college, and to settle for a job that didn’t tap his capabilities well. Only now was he beginning to revisit that assumption, and to realize just how greatly it had restricted his choices (Smith 2004). Becoming fully aware of our default assumptions can take work, reflection and determination, and the help of a counselor or trusted friend can be invaluable in the process. Yet the task is typically not Herculean either. If our negative expectations spring from a traumatic past experience, to be sure, the task of uncovering repressed memories may be painful, and may require special help. This is the extreme case, though. References Brookfield, S. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey- Bass, Cranton, P, (1996) Professional Development as Transformative Learning: New Perspectives for Teachers of Adults. San Francisco: Jossey Bass. Smith, Blaine M (2004) Reshaping Assumptions That Shape Our Life: Damascus, MD

Essay of dream act Essay

Course Description: This course is an examination of the underlying theoretical principles of developmentally appropriate practices applied to programs, environments, emphasizing the key role of relationships, constructive adult-child interactions, and teaching strategies in supporting physical, social, creative and intellectual development for all children. This course includes a review of the historical roots of early childhood programs and the evolution of the professional practices promoting advocacy, ethics and professional identity. Course Objectives: upon successful completion of this course students will- a. Identify the historical roots of early childhood education. b. List different program types, delivery systems and licensing and regulation structures in early childhood settings. c. Demonstrate awareness of developmental ages and stages. d. Define developmentally, culturally and linguistically appropriate practice. e. Describe why access to play is important for all children and ways of using a play-based curriculum as a vehicle for developing skills, dispositions, and knowledge. f. Describe appropriate adaptations (programmatic, curricular and environmental strategies) needed to support children with diverse abilities and characteristics. g. Identify and compare effective policies, practices and environments in early childhood settings. h. Describe the characteristics of effective relationships and interactions between early childhood professionals, children, families and colleagues and examine the importance of collaboration. i. Describe the relationship of  observation, planning, implementation, and assessment in effective programming. j. Compare and contrast principles of positive guidance and identify strategies for different ages. k. Identify practices promoting positive classroom management, guidance, communication and problem-solving skills. l. Develop strategies to maintain communication and access with English language learning families and children. m. Demonstrate skills to maintain positive team relations. n. Explain child development as a profession, including ethics and professional organizations. o. Compare and contrast theoretical perspectives. p. Develop and articulate a professional philosophy. Student Learning Outcomes: 1. Examine the value of play as a vehicle for developing skills, knowledge, dispositions and strengthening relationships among young children. 2. Analyze the relationship between observation, planning, implementation and assessment in developing effective teaching strategies and positive learning and development. 3. Assess early childhood settings, curriculum and teaching strategies utilizing indicators of quality early childhood practice that support all children including those with diverse characteristics and their families. 4. Interpret best and promising teaching and care practices as defined within the field of early care and education including an historic overview, range of delivery systems, program philosophies and ethical standards. 5. Identify the underlying theoretical perspective in forming a professional philosophy. 6. Examine a variety of guidance and interaction strategies to increase children’s social competence and promote a caring classroom community. This Course Meets NAEYC Early Childhood Associate Degree Accreditation Standard 5: Becoming a Professional- Students prepared in associate degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that  integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies. Attendance and Participation: Students are expected to attend all class meetings. As future ECE professionals, students must demonstrate the commitment to professional standards through good attendance and punctuality. Please arrive on time and do not leave early. It reflects badly on you and you will miss important class materials. Attendance and participation are vital to success in this, or any other college-level course. Students may not make up in-class activities, nor may they complete those activities early. Journal writing is completed and in-class points are recorded at different times throughout the class session. If you are unable to attend the full class session regularly, you should arrange to take another section of this class. It is always the student’s responsibility to acquire class materials for any missed class time. DO NOT phone or email the instructor for missed class materials. Towards this end, students are encouraged to obtain a â€Å"phone or email buddy†, get the number or email address of a classmate and agree to share information when one or the other is absent. This instructor makes use of BlackBoard. All assignments and handouts are available via our course shell and some assignments may be submitted in BlackBoard as well. Students who miss the first class without notifying the instructor will be dropped. Excessive absences (more than 2) may result in the student being dropped from the class. However, students should not assume that poor attendance will automatically result in a Withdrawal. It is the student’s responsibility to contact Enrollment Services and the instructor to arrange to drop a course. Students learn best when they feel comfortable and â€Å"safe† . To this end, each student will be expected to come to class prepared, to be courteous of fellow classmates, and to actively participate in the learning process. This means that you will have read the material in preparation for discussion in class and will bring questions and comments about assignments to class. Students who are active learners do best in all academic arenas and are best prepared to teach young children how to be active learners. If any student has a problem, question, concern, and/or special learning need, it is expected that these will be discussed, in private, with the instructor. Note: This college abides by Section 504 of the Rehabilitation  Act of 1973 that stipulates that no student shall be denied the benefits of an education â€Å"solely by reason of a handicap†. If you have a documented disability, which limits a major life activity that may have some impact on your work in this class and for which you may require accommodation, please discuss that with your instructor during the first two weeks of class. In addition, please seek the support of the Disabled Students Programs and Services at 773-2535 –so that appropriate accommodations may be arranged. Classroom Routines and Expectations: Each day class will follow the same routine with some variations for special class trips or projects. When you enter the classroom, please check in with the instructor. Pick up your folder and remove any graded work. Keep your folder with you until the end of the class session. Place any work to be graded in the folder and return it to the instructor prior to leaving. We will have a short â€Å"meeting† to clarify the class objectives and tasks for the day. After meeting students will have one to one and a half hours of self-directed work time. During this time students may complete chapter reading, work on individual papers or projects, work on group papers or projects (quietly so that those working on individual projects are not disturbed). During the self-directed portion of class, each student will meet with the instructor for 5-10 minutes. This is the time to address questions, concerns, or problems that you are not comfortable discussing in the large class. During the class schedule there will be tasks set up for each group/individual to complete. All tasks must be completed each class session for full points. Prior to leaving for the day, there will be a large group discussion and time for questions at the end of class each day. Turn in your folder with any work to be graded prior to leaving for the day. Assignments and Grades: Assignment Points Possible Total Points Earned Chapter Reflections Observations 7 @ 10 points each 5 @ 10 points each 70 50 Historical Project 1 2 10 points 10 Philosophy Statement Portfolio In Class Work 1 @ 10 points 1 @ 10 points 10 @ 5 points each 10 10 50 Grade Scale: 200-180=A 179-160= B 159-140=C 139-120=D 119-0=F Instructor Expectations: One of the goals of this class is to prepare students to be successful professionals. Part of having a successful image is the ability to produce neat, legible, coherent, grammatically correct, and thorough written materials. To allow anything less is to improperly prepare students for their upcoming careers. Note: It will be impossible for students to earn an â€Å"A† on any work not demonstrating college-level writing standards, regardless of the quality of the content. (See attached sheet for clarification of college level writing standards.) The instructor will spend time and energy in class working on papers, PowerPoint, and presentations so that you can turn in your best work. Student Responsibilities: It is recommended that students make copies of all assignments before they are turned in and that each graded assignment be retained after it has been returned. (It is rare that assignments get lost or grades incorrectly recorded, but this practice will assure grade accuracy). Students need to keep track of their grades/progress to ensure accuracy. Grades are posted in Blackboard and student must track grades as they are earned. If you observe an error, bring it to the instructor as soon as possible. Bring the graded paper to the instructor; grades are not changed upon your word alone. Students are welcome to meet privately with the instructor to discuss their progress. Student Handbook and other important information: The Student Conduct Standards for student behavior are outlined in the college catalog. All students are expected to know and adhere to the conduct standards. Students who are disruptive to the instructor or other students, insubordinate, demeaning or threatening through verbal or physical means will be expelled from class and the instructor will institute college disciplinary action against such students. Be Courteous: Turn off cell phones while in class. Do not take calls or text. It is distracting to other students and to you! If there is an emergency so dire that you must be on-call, please put your phone on vibrate and leave the room to take a call. Do not engage in side discussions during class. It is likewise distracting to those around you. For the optimal grade, focus your time and energy on the classroom experience. Final Note: Although your instructor is sympathetic to the difficulties that students who are also parents encounter as they try to juggle the dual responsibilities that they shoulder, it is against COD policy to allow students to bring minor children to class (unless that child is enrolled in the course). Please make arrangements for back-up child care for the â€Å"last minute emergencies† that are bound to occur. Thank you. Early Childhood Education Obligation of Confidentiality As a student in the Early Childhood Education program, I, ________________________ Agree to respect and maintain the commitment to children, families, colleagues, and community as set forth in the National Association for the Education of Young Children’s (NAEYC) Code of Ethical Conduct. AS a major component of this commitment I agree to respect the right to privacy of children, their families, ECE colleagues, and programs by not disclosing any knowledge, records, or other confidential information to anyone. This means that I will not discuss, repeat, or share information about children, families, colleagues, and programs outside of class or directed assignments. I may share information that is pertinent to classroom discussions regarding quality programming, as long as all identities (individual and program) are protected. I will abide by this obligation of confidentiality and recognize that unauthorized release of confidential information may make me subject to a civil actio n under the provisions of the Welfare and Institutions Code. Signed:_______________________________________ Date:_________________________________________ College Level Writing Standards As you complete your work, review the following questions: Presentation: Is your paper typed (12 pt. font), double-spaced, and have 1† margins? Do you include a properly formatted cover sheet? Does your paper use Times New Roman, Arial, or other standard font? Ink color is black. Grading Rubric is attached. Writing: Is your paper well organized? Does your response have a clear plan? Is it developed logically? Is there an introduction and a conclusion? Are the paragraphs linked with transitional devices? Are the paragraphs organized? Do they contain topic sentences? Is the material in each paragraph relevant to the topic sentence? Have you checked the mechanics of your writing? Are the responses free of spelling errors? Does the punctuation help with clarity of thought? Is capitalization used correctly? Are the responses free of sentence errors? Are the responses free of subject-verb agreement errors? Other: Is the vocabulary you have used college-level? (Hint: it probably is if it reflects the vocabulary used by the instructor and/or the text) Are the words used accurately? Are the sentences varied in length and type? Content: Are there original insights provided? Are course concepts applied well? Have you provided evidence to support your conclusions? (In other words, have you demonstrated that you understand the course material and that you are able to effectively apply it to the â€Å"real world†.) Criteria: Format The student has properly formatted the paper with a cover sheet, Times New Roman, Arial, or other appropriate font. Ink color is black. Student used approved APA format and paper conforms to the minimal essentials of Standard American English grammar, word choice, spelling, and punctuation. 25% Comments: Criteria: Purpose/Audience The student has clearly delineated the purpose and audience for the paper by means of a clear focus. Student has created an adequate focus for the paper that is managed and developed appropriately for the assignment. Statement of purpose and subtopics are clearly organized to create a smooth presentation. Judgments and assertions are substantiated with evidence drawn from research. 25% Comments: Criteria: Argument/Analysis/Thesis Student demonstrates analytical skills by adequately expanding on the topic. Paper is neither too short, nor too long for the assignment The paper focuses on the presentation by means of a clear statement of purpose and logically organized subtopic paragraphs. The writer substantiates judgments and assertions with specific illustrations, facts, and evidence drawn from research appropriate to the assignment and to the discipline. 25% Comments: Criteria: Scholarship The writer has added to the on-going discussion of the topic with his or her own critical analysis, rather than simply repeating what others have said through quotation stacking, paraphrasing, or summaries. The writer draws upon research when necessary to support critical analysis or assertions made and properly acknowledges the work of others by using proper APA documentation format. 25% Comments: Criteria: Extra Credit Points (no more than 10 % of total grade) Student has provided at least one carefully proofread and documented draft. Documentation is an attached form from the Writing Center, completed at least 24 hours prior to due date. Points Earned: Comments: Final Comments: Grade: Calendar and Due Dates: ECE 001 Section 2210 EVC Date: Topic In Class Work Assignments Due Weekend Homework Week One 08/26- Welcome 08/26- Review Syllabus, Complete Station to Station Activity 08/26-Station to Station Card. Get text if you don’t already have it. Read chapter one, The Teacher by 09/09. Week Two 09/09- The Teacher 09/09- Review Chapter One: The Teacher 09/09-Chapter One Reflection Read Chapter Two by 09/16 Week Three 09/16- The Field 09/16-Careers and Programs. Licensing and Standards 09/16-Chapter Two Reflection Read Chapter Three prior to 09/23 Week Four 09/23-History and Models 09/23- History and Educational Models, in class work. In Class work only Read Chapter Eight and review the Observation Packet. Make appointments for four observations. Week Five 09/30-McCarthy Center Observation Meet at Palm Desert Campus by 1:00 pm. Room West Annex 1. Observation at McCarthy Center. Schedule of Observations. Complete Observation Essay and Packet, Due 10/07. Read Chapter Four and Five by 10/07. Week Six 10/08-Observing And Assessing 10/10-Child Development 10/07-Observing and Playing – Make a child 10/10-Chapter Four Reflection Read Chapter Six and complete reflection. Week Seven 10/14-Guidance 10/14-Guidance PPT 10/14-Chapter Six Reflection Read Chapter Seven. Week Eight 10/21- Health and Safety 10/21-Is this place clean and safe? 10/21-Observation #2 packet and summary Read Chapter Nine and Complete Reflection Week Nine 10/28-Play!! 10/28-The importance of Play to Healthy Development and Learning 10/28-Chapter Nine Reflection Read Chapter Ten and Eleven Week Ten 11/04-Curriculum Planning 11/04-Curriculum Planning, Curriculum Models and DAP 11/04-Observation #3 packet and summary Read Chapter Twelve and complete Reflection Week Eleven 11/18-Inclusion and Universal Design 11/18- Inclusion of all children Universal Design for Learning 11/18- Chapter Twelve Reflection Read Chapter Thirteen and complete Reflection Week Twelve 11/25- Working with Families In class work only 11/18-Observation #4 packet and summary Chapter Thirteen Reflection Read Chapter Fourteen and begin Philosophy Statement and Education Plan Week Thirteen 12/02-Becoming a Professional 11/25- Philosophies and Education Plans Drafts of Philosophy Statements and Education Plans Complete Philosophy Statement; be sure it reflects your best work. Week Fourteen 12/09-Review of Important Class points 12/09-Becoming a Professional. Complete final work in class. 12/09- Philosophy Statement Complete Observation #5 and Education Plan/Portfolio Week Fifteen 12/16- Final – Wrapping it up. 12/16- What we learned in this class. Present education plan 12/16-Observation #5 packet and summary. Education Plan and Portfolio

Tarpan - Facts and Figures

Tarpan - Facts and Figures Name: Tarpan; also known as Equus ferus ferus Habitat: Plains of Eurasia Historical Period: Pleistocene-Modern (2 million-100 years ago) Size and Weight: About five feet tall and 1,000 pounds Diet: Grass Distinguishing Characteristics: Moderate size; long, shaggy coat About the Tarpan The genus Equuswhich comprises modern horses, zebras and donkeysevolved from its prehistoric horse forebears a few million years ago, and flourished in both North and South America and (after some populations crossed the Bering land bridge) Eurasia. During the last Ice Age, about 10,000 years ago, the North and South American Equus species went extinct, leaving their Eurasian cousins to propagate the breed. Thats where the Tarpan, also known as Equus ferus ferus, comes in: it was this shaggy, ill-tempered horse that was domesticated by the early human settlers of Eurasia, leading directly to the modern horse. (See a slideshow of 10 Recently Extinct Horses.) Somewhat surprisingly, the Tarpan managed to survive well into historical times; even after millennia of interbreeding with modern horses, a few pure-bred individuals roamed the plains of Eurasia as late as the early 20th century, the last one dying in captivity (in Russia) in 1909. In the early 1930sperhaps inspired by other, less ethical eugenics experimentsGerman scientists attempted to re-breed the Tarpan, producing what is now known as the Heck Horse. A few years earlier, authorities in Poland also tried to resurrect the Tarpan by breeding horses with noticeably Tarpan-like traits; that early effort in de-extinction ended in failure.

Major Gods and Goddesses of the World

Major Gods and Goddesses of the World In the ancient world, most cultures had many gods and goddesses. Natural phenomena like the sun, moon, thunder, and storms had their own deities who could be prayed to for help or offered sacrifices in order to influence their behavior. Human occupations like warfare, hunting and crafts had patron gods and goddesses associated with them. The stages of life, like childbirth and death, were often thought to be under the protection of specific gods, goddesses, or spirits. The most familiar of these for most of us in the west are those that come from the Greco-Roman myths, although the gods and goddess of the plentiful Hindu pantheon are still worshiped some five millennia later. Search for ancient gods and goddesses in two ways, by culture or alphabetically, by the name of the specific god or goddess. Lists of Gods and Goddesses by Culture or Geographic AreaWho Is Your Favorite God or Goddess? List of Individual Gods/Goddesses Alphabetically: - A - Agdistis or AngdistisAh PuchAhura MazdaAlberichAllahAmaterasuAnAnansiAnatAndvariAnsharAnuAphroditeApolloApsuAresArtemisAsclepiusAthenaAthiratAthtartAtlas   - B - BaalBa XianBacchusBalderBastBellonaBergelmirBesBixia YuanjinBragiBrahmaBrigit   - C - CamaxtliCeresCeridwenCernunnosChacChalchiuhtlicueCharunChemoshCheng-huangCybele   - D - DagonDamkina (Dumkina)DavlinDawnDemeterDianaDi CangDionysus   - E - EaElEnkiEnlilEosEponaEreskigal   - F - FarbautiFenrirForsetiFortunaFreyaFreyrFrigg   - G - GaiaGaneshaGangaGarudaGauriGebGeong SiGuanyin   - H - HadesHanumanHathorHecate (Hekate)HeliosHeng-o (Chang-o)HephaestusHeraHermesHestiaHodHoderiHooriHorusHoteiHuitzilopochtliHsi-Wang-MuHygeia   - I - InannaIntiIrisIshtarIsisIxtabIzanakiIzanami   - J - JesusJunoJupiterJuturna   - K - KagutsuchiKartikeyaKhepriKiKinguKinich AhauKisharKrishnaKuan-yinKukulcanKvasir   - L - LakshmiLetoLizaLokiLughLuna - M - Magna MaterMaiaMardukMarsMazuMedbMercuryMimirMinervaMithrasMorriganMotMummuMuses   - N - NammuNannaNanna (Norse)NanseNeithNemesisNephthysNeptuneNergalNinazuNinhurzagNintuNinurtaNjordNuguaNut   - O - OdinOhkuninushiOhyamatsumiOrgelmirOsirisOstara   - P - PanParvatiPhaethonPhoebePhoebus ApolloPilumnusPoseidon   - Q - Quetzalcoatl   - R - RamaReRhea   - S - SabaziusSarasvatiSeleneShivaSeshatSeti (Set)ShamashShapsuShen YiShivaShuSi-Wang-MuSinSironaSolSuryaSusanoh   - T - TawaretTefnutTezcatlipocaThanatosThorThothTiamatTlalocTianhouTonatiuhToyo-Uke-BimeTycheTyr   - U - UtuUzume   - V - VediovisVenusVestaVishnuVolturnusVulcan   - X - XipeXi Wang-muXochipilliXochiquetzal   - Y - YamYarikhYhwhYmirYu-huangYum Kimil   - Z - Zeus More on Roman and Greek Mythology Greek MythologyAn introduction to and starting point for Greek myth. While the Romans did adopt many of the Greek gods and goddesses, there were plenty of uniquely Roman gods, goddesses, and other spirits and numina. These are lists of the Romans gods divided into categories. The Stories of Gods and MenMany of the ancient Greek myths tell stories about mortal Greek heroes aided by their gods. Gods, Goddesses, Other Immortals of Greek Mythology Moon Gods and Goddesses

Broken Window Concept Essay Example | Topics and Well Written Essays - 750 words - 1

Broken Window Concept - Essay Example The evolution of policing in the United States has transcended over time for the ultimate goal of according protection to the general population. There were diverse strategies employed by public police forces aiming to improve security and safety, and to decrease the incidence of crime. One of the most commendable approaches introduced was the broken windows concept. In this regard, the objective of this essay is to proffer relevant and critical issues pertinent to the broken window concept of the policing field and its connection to social disorder as described by George L. Kelling James Wilson and George Kelling introduced the broken windows theory in their discourse of the same title published in the Atlantic Monthly in 1982. The authors examined a pattern in proliferation of crime and disorder using this theory. Accordingly, â€Å"if a window in a building is broken and left unrepaired, all the rest of the windows will soon be broken as well. The unrepaired window is a signal that no one cares and so breaking more windows will not result in official sanction. This type of vandalism can occur anywhere once the sense of mutual regard and the obligations of civility are lowered by actions that seem to signal a lack of common concern† (Orange News & Press, 2009, par. 3). The concept tries to analyze the effect and influence of wanton disregard for replacing order in the community to police enforcement of peace and order. Several scholars tried to test its validity using experiments and statistical data regression analysis over specified periods of time. The findings are diverse and interesting in the light is determining the direct relation of the broken windows theory to crime deterrence. The concept is actually grounded in philosophical and psychological theories of human behavior. According to a study conducted by Karim Kanji (n.d.) entitled The State of Broken Windows in New York, he specifically aimed to test the validity of the concept in relation to

How do you plan to keep current or obtain needed competencies for your Essay

How do you plan to keep current or obtain needed competencies for your career responsibilities - Essay Example This requires data entry, update, manipulation, interpretation and security. All of these are the functions of organizing. I have acquired the organizing competencies in my studies of science and management. In order to enhance my organizing competencies, I have been working as a veteran health administrator for quite some time now. In my work, I have to organize the work all the time. I know numerous softwares for data entry and manipulation, and am very good at it. Time management is one of the most important competencies of a public health administrator. Quite often, a public health administrator is required to work in a hurry. It becomes difficult to manage the time. One reason why I have started to work is to learn time management and I think, I have sufficiently achieved that purpose. In the start, I had a lot of difficulties managing the time, but now, I am able to do it very easily. I intend to enhance these skills through working and practicing more.