Immigration As A Way To Change Life Essay Example | Topics and Well Written Essays - 2250 words

Immigration As A Way To Change Life - Essay Example The underdeveloped living environment, with its darkened and rather unpalatable manufacturing structures, create an  atmosphere of dreariness which is emphasized by the haggard-looking citizens who haul themselves around the city wearily as they live out their lives in both social isolation and fear of the uncertainty that troubling economic environments can cause. During this time period, on the inside the homes of the citizens of Tyler, most interior dà ©cor is completely barren, with tattered curtains and aged weathered furniture. Oftentimes, families have no formal dining areas, causing further psychological damage in terms of finding both self-esteem and a sense of belonging in a hostile living environment. Many families are forced to allow their extended kin to live in their ramshackle apartments or modest domiciles in order to secure enough income simply to keep food in their hungry bellies. In my family, children were forced to crowd into a singular bedroom, which generally consisted of multiple beds, lined up in a perfect row amidst an environment desperately in need of renovation and a splash of color. While other children across the globe experience joy from well-decorated bedrooms, laced with embroidery and posters of famous celebrities or athletes, the sleeping environment in Tyler was as cold and uninviting as the exterior surro undings. During the nighttime hours, my siblings and I would whisper to one another in the quiet night, always trying to drown out the deafening silence which brought sensations of instability and fear of the unknown. Shortages of food and other Westernized products caused significant problems with most of the local community. Because I was amongst the healthiest in my extended family, I was often elected to secure a single loaf of bread so that the family could have a sustainable supper.

Group Policy in a Mixed Client OS Environment Essay Example for Free

Group Policy in a Mixed Client OS Environment Essay Group policy is a tool used for customizing, controlling, and securing Windows operating systems. It was introduced in Windows 2000 as part of the IntelliMirror technologies. Group policy can be applied at the local computer level or to OU’s, domains, or sites in an Active Directory environment. Group policy was supported by Windows XP Professional, but not XP Home Editions. Group Policy in Vista adds many settings which gives administrators more control over users and computers. In this essay I will discuss five of the newer features that was not in the older versions of windows. The first policy that I will discuss is the Control Removable Media policy. Devices like thumb drives, flash memory card readers, and external USB hard disks made it easy for users to transfer data between two computers. Although convenient, the ease that removable media created brought about the rise in industry espionage. User could easily copy and share company secrets with competitors by copying the information on to a removable device and uploading it to another computer. Software was made available to block access to USB ports on sensitive terminals. The second policy that I will discuss is the Control power management settings. Power management on a single computer can save energy and money. Enforcing a power management strategy can save a company substantial money over a period of time. This policy is located in the administrative tools section of the MMC and contains several folders for apply policies to different aspects of power management. The power management setting is applied through group policy will override settings made by users in the control panels power applet. The third policy that will be discussed in this essay is the button settings policy. The button settings folder contains several policy options. Those policies are listed as follows: The power button, the sleep button, the start menu power button, the lid switch, power button for battery power,  the sleep button for battery power, the start menu button for battery power, and the lid switch for battery power. The actions you will take to assign each of the buttons is as follows: Take no actions, sleep, hibernate and shutdown. The fourth policy that will be discussed in this essay is the notification settings policy. This policy allows you to configure the following policies: Critical battery notification action Low battery notification action Critical battery notification level Turn off low battery user notification Low battery notification level With these policies you can set the levels at which notifications will be triggered. 5. The user account control settings is the last policy discussed in this essay. It was one of the most prominent security improvements in vista user account control. The settings must be changed under the computer configuration node in the left pane of the group policy object editor. Listed are some of the policies that are in the security options folder: The admin approval mode, the application detection policy, and the secure desktop policy.

The Extent to Which William Golding Portrays Mankind as Being Inherently Evil :: William Golding Lord of the Flies Essays

The Extent to Which William Golding Portrays Mankind as Being Inherently Evil Although I do not think he shows humans to be completely, irrevocably evil, I think that Golding paints an increasingly dim picture of humankind. As his faith in humanity's intrinsic good fails, Golding's foresight of a dark future for man is reflected in the colour of his metaphorical oil paints as he writes this allegorical novel. Even supposedly innocent children are shown to be incredibly sinful and the rules and regulations they are brought up under fade away into insignificance. This mirrors William Golding's belief that people are born corrupt and malevolent, they are not influenced into bad ways; rather it is something about us as a species. Throughout his story, Golding demonstrates the true nature of people coming out into the open - manifesting itself more openly after being restrained by society for so long. At the start of Lord Of The Flies, there is chaos amidst horrendous storms, with panicky schoolboys unregulated and vulnerable. Together though, they set about their predicament in a very well meaning, sophisticated way - everything is orderly and civilised in true boy-scout fashion. The boys act above their ages and decide they ought to "...call the others...have a meeting"(I, p. 22), to organise themselves and to build shelters after their adult 'election'. Like in Parliament, only one person is allowed to speak at once and the conch helps to enforce this. With the well meaning and democratic Ralph in charge, even specific jobs are allocated amongst the children with Jack's choir designated the island's hunters. However, even at this early stage, the children test the limits of this new adult-less world. Jack says to Piggy, "Shut up, Fatty"(I, p. 28). Then, the name-calling continues with Ralph even, abusing Piggy's trust and revealing his former private nickname merely for a cheap laugh. Even the tiniest child joined in the resulting combined uproar of laughter - every one glad that there is no authority to discipline them. Later, when Piggy approaches Ralph about his betrayal, Ralph is caught between "...apology or further insult"(I, p. 33) as his conscience begins to falter. As the story progresses, incidences illustrating the immorality of the boys become more frequent and more prominent. Still in the first chapter, Ralph, Simon and Jack revel in the wanton destruction caused by their hands when they roll a boulder into the canopy below - they were transfixed by this "triumph"(I, p.37) and utter an excited "Wacco!"(I, p. 37). The first time the boys chance upon a pig, Jack crucially hesitates whilst considering the consequences of taking life. Though, as later on Jack renounces his social conditioning and

The Sisters Mainini and Lucia in Tsitsi Dangarembga’s “Nervous Conditions”

One of the most successful pieces of literature from Africa is the novel of the Zimbabwean native Tsitsi Dangarembga, â€Å"Nervous Conditions†.   The novel talks about the situation of African women and the predicaments they have to face on a daily basis. Dangarembga seems to argue that there is a sort of entrapment of women within the society stripping women of genuine freedom and an unprejudiced position in the society. It is expressed by the narrator and protagonist of the story, a young African girl named Tambudzai in her line â€Å"†¦my story is not after all about death, but about my escape and Lucia’s, about my mother’s and Maiguru’s entrapment, and about Nyasha’s rebellion† (Dangarembga 1) Dangarembga’s beautifully constructed novel strives to provide suggestions on how to avoid such gender related entrapments that are biased to patriarchy. This is a prevalent vicious cycle of powerless women is not only present in Africa, but all over the globe as well. To communicate the issues of African women, Dangarembga had created an ensemble of African Women that have varying voices to represent women of different views regarding the role of women in they society. If we were to relate Dangarembga’s Nervous Conditions to a painting, it seems like she had used different colours and varying strokes through her beautifully designed characters. In the heart of this painting are the sisters Ma’Shingayi, more commonly called â€Å"Mainini†, and Lucia. The sisters have contrasting personalities but interestingly their differences can still lead the readers towards insights regarding the role of women in the society. Let us first discuss the character of Mainini, since she has a much closer relation to the protagonist, who is her daughter. Mainini could be described as a supportive mother—that is for the case of her dead son Nhamo, but not for Tambudzai. Mainini became very devastated by the death of her son, to whom she had worked hard to provide education. After the unfortunate death of her investment, her son, she became a negative thinking character. She thinks maliciously and more often jealously of others that are around her.   Their hard life adds more to Mainini’s negative outlook in life. Mainini plays an important role in the text as the narrator thinks of her as a representation of a repressed woman. The book characterizes Mainini as too submissive and obedient. Her being subservient makes her prone to abuse by opportunists.   Because if this trait, her way of thinking evolved into something that sort of paranoid, that others will always take advantage of her.   This can lead her to a vicious conclusion that there are no reasons for a person to be kind, because this world runs under a dog-eat-dog system. The narrator describes her mother Mainini through this line â€Å"†¦who suffered from being female and poor and uneducated and black so stoically† (Dangarembga 86) This line suggests that Mainini is the representation of the disempowered woman. The saddest aspect about Mainini is that she herself views herself as powerless. It seems that Mainini is already worn-out by all the burden that she carries. She had expressed her exhaustion from her life through this line â€Å"†¦the business of womanhood is a heavy burden†¦how could it not be? Are not we the ones who bear children† (Dangarembga 16) That line just suggests that Mainini recognizes that there is inequality in terms of gender. She questions why women are not compensated and treated as equal to men. She had thrown this question when she notices that men can act lazy while it is regarded as unwomanly to act in such a way. On the other hand, we have Mainini’s sibling Lucia. Lucia can be considered an opposite of Mainini interms of personality and outlook in life. The book had described Lucia as someone who has a strong personality. In fact, ther personality was so strong that people were afraid of her specifically because they suspect Lucia to be a â€Å"witch† and a â€Å"prostitute†. Dangarembga had designed Lucia’s character as surrounded by mystery and malice. Lucia’s role in the narrative seems to be a thinking character. She would throw witty and smart lines like â€Å"even if you ignore me†¦it doesn’t mean I am not here† (Dangarembga 125) Another of her positive trait is that she is a warm-hearted and caring person. But despite those positive traits, Lucia is perceived by their community negatively. She is viewed to be a sexually promiscuous woman and she becomes the topic of gossipers in their community. It is believed in the story that Lucia has affairs with â€Å"†¦men who did not want to settle down but who were often very rich†¦Ã¢â‚¬  (Dangarembga 127) Lucia is also considered as a talkative and expressive individual.   Lucia in fact lectures woman whom she thinks are being abused because of clinging unto conventional nations about womanhood. Lucia’s way of thinking can also be traced to the disempowerment of women in their community. But unlike Mainini, Lucia had developed a positive outlook and disposition. Lucia becomes an admirable character in the story as she is the only one speaking a witty tone. We can interpret that her kind of mindset is due to the fact that she recognizes that their society is like a prison for women, but however the men take advantage of her, they can’t take advantage of her free mind. Lucia’s open-mindedness highlights the flaw that makes women inferior to men in terms of societal roles. Just like here sister Mainini, Lucia had had her share of misfortunes and abuses. She was sexually abused by Takesure, a womanizer who has no means of supporting those he impregnates, and forced to be one of his many concubines. A villager had said â€Å"†¦look at that Lucia! Ha! There is nothing of a woman there† (Dangarembga 126). The villager may had jumped to that conclusion because the more conventional notion about womanhood is far from the characteristics of Lucia. What the critics of Lucia fail to see is that she had jumped over the fence that is set by the society and traditions. She had deconstructed the stereotypes that are much associated with womanhood such as being subservient and proper. Lucia’s character may have wanted to communicate to the readers that these â€Å"societal fences† are set up with patriarchal thinking, they will always be in favour to men. What the characters of Mainini and Lucia had shown us are different ways of thinking by a woman. Their kind of thinking does not only exist in books, these kinds of mentalities of women also exist in the real world, sometimes in even more extreme forms. The character of Mainini tells us a story that we can consider as common. Women remain silent and meek even though they are being abused deliberately. They don’t fight, and does not want to fight, the vicious cycle of women abuse. That is because they think that being abused is their role as a woman. This way of thinking is never good for any woman. As the character of Mainini had shown us, her self-induced repression makes her treat everybody with hostility. On the other hand, Lucia had shown us that some traditions and standards had to be brought down in order for women to achieve genuine freedom from male dominated societies. Lucia had shown us that an open-mind can break through the chains that bounds women. Mainini and Lucia had shown us that it is all a matter of choice, whether a woman should choose to be abused or to be free. Works Cited Dangarembga, Tsitsi. Nervous Conditions. Seattle, WA: The Seal P, 1989.      

Filipino Cry: The Social Issues in OPM Songs Essay

Introduction This paper will attempt to highlight the theme of Original Pilipino Music (OPM) that appeals the public concern of the government. This will feature two selected songs –, Upuan (2009), and Walang Natira (2010) by Gloc9. These songs were selected according to their similarities in terms of the social issues of the Filipino to the government such as poverty, unemployment, corruption and oppression. The paper seeks to prove that these songs have similar theme that Filipino composers integrate in a music/song to convoke the attention of the government officials. Statement of the Problem This paper answers the following questions: 1. What are the images depicted in the lyrics of the songs? 2. What are the social issues of the public depicted in the songs? 3. What are the common theme and its implication to its listener? Objectives Generally, this paper aims to determine the themes of some OPM Songs. Specifically, this aims to: 1. identify the images found in the lyrics of the songs; 2. determine how these images portray social issues of the mass to the government; and 3. discuss the implications of the theme to the listener. Methodology An interpretational analysis of the theme of OPM songs, specifically the songs of Gloc9 that has a cryptic meaning underlies in the lyrics of the songs. Enabling to identify the images within it that helps to completely understand the theme of the song. This will also use marxism as a framework of the study. References Online Sources http://www.johndanielcastillo.myotd.com/Blog.php/46 http://glocdash9.com/about/ http://www.gmanetwork.com/news/story/216918/lifestyle/people/gloc-9-a-pinoy-rapper-and-his-painful-truths

Bisman Singh Essays - Doubt, Films, Free Essays, Term Papers

Bisman Singh Essays - Doubt, Films, Free Essays, Term Papers Bisman Singh People who commit sins usually do not stay close to god throughout their lifetime. In the play Doubt by John Patrick Shanley, characters experience doubt because of what they believe. In the play sister Aloysius commented In the Pursuit of wrongdoing, one steps away from god. Of course there is a price which means that by doing things wrong, people have to pay a punishment and they weaken their relationship with god. By developing sinful characteristics, the four main characters step away from god and lose happiness. Mrs. Muller loses happiness and steps away from god as she accepts the inappropriate actions that may be happening between Father Flynn and her son. When sister Aloysius tells Mrs. Muller of what could be happening between Donald and Father Flynn, using the motif of vision, she responds saying, I prefer not to see it that way (46). This shows that Mrs. Muller, similarly to sister James does not want to be involved and does not want to see the wrong things that are happening. She accepts that her son is being molested when she said, Its just till June (50). By using euphemism, she told sister Aloysius Maybe what you dont know maybe is my son is that way (48) to imply that Donald may be homosexual. Mrs. Muller only wants for her son to be happy and get through the school year with support even if he is being molested. She said, This Priest. Puts out a hand to the boy. Does the man have his reasons? Yes. Everybody has their reasons. You have your reasons. But do I ask the man why hes go od to my son? No. I dont care why (49). This characterizes her as a bad mother because she does not care that her son may presumably be getting molested. She believes it is in his nature (48) to be homosexual. Mrs Muller steps away from god and ends up paying the price by having to deal with a homosexual son who has no one on his side. Sister James steps away from god as she resists opening he eyes and is indecisive between supporting Father Flynn and Sister Aloysius. Sister James is portrayed as a parallel character to Mrs. Muller as she does not want to see or be involved in all the change in the Parish. In the film, Sister James is shown to have shut the window, stopping the wind from blowing into the classroom. This is an example of pathetic fallacy, where the wind symbolizes how the actions of people are bringing change to the parish. When sister Aloysius explains her suspicions to sister James, sister James said, I think Im starting to understand you a little. But its so unsettling to look at things and people with suspicion. It feels as if Im less close to god (20). By supporting sister Aloysius in the suspicion that Father Flynn is doing something wrong, sister James feels less close to god. In the meeting with Father Flynn, sister James sugarcoats everything she says, supporting both Father Flynn and Siste r Aloysius. When sister Aloysius asks sister James if she wants sugar, sister James replies by saying Never! Not that there is anything wrong with that (28). Sister James does not want to know the truth about Father Flynn and tells Sister Aloysius, You just do not like him! You dont like that he uses a ballpoint pen. You dont like it that he takes three lumps of sugar in his tea. You dont like it that he likes Frosty the snowman. And youre letting that convince you of something terrible, just terrible! (35). Sister James steps away from god as she is indecisive about who to support and end sup paying a price by seeing the Father Flynn get Kicked out of the parish and sister Aloysius feel doubt about her accusation. Father Flynn steps away from god as he addresses what he sees as the wrongdoing of sister Aloysius or in the fact that he may presumably have sexual relations with Donald Muller. In his sermons Father Flynn uses Diction to imply that maybe he has done something wrong. He said, No one knows ive lost my

Comparative description and detailed critical evaluation of three linked sessions The WritePass Journal

Comparative description and detailed critical evaluation of three linked sessions Introduction Comparative description and detailed critical evaluation of three linked sessions . I undertook extensive preparation for these three linked lessons in order to update my subject knowledge for GCSE catering. First, I have also attended Food Safety and Fire Safety courses in order to deepen my knowledge of the topic. Second, I have familiarised myself with the Catering exam board’s (WJEC) specification and made sure that my lessons were planned in accordance with JEC format. Also online resources from classroom management specialist, Sue Cowley gave me additional ideas on how to prepare my lessons. Furthermore, I researched the roles of food safety professionals such as Environmental Health Officers, Public Health Scientists and Pest Control Officers, and sourced case study exercises and activities from regulators of these professions. I have also observed two colleagues with different teaching styles. I decided to follow one of my colleagues who engaged his learners by demonstrating practical skills, as such style seemed to be more appealing to learners. Fina lly, I have gather a list of my students and learn their names before the lessons started in order to avoid any indications of gender discrimination. Evaluation of Lessons Lesson One The first lesson was based in a food technology room and consisted of an introduction to food safety and hygiene. The students seemed to be disappointed by the theoretical character of this lesson. Not only did I assure them that first lesson will be followed by practical work in a lab for next two weeks but I also I also explained to them that this topic would represent 40% of the final mark in the coming exam, as it is crucial to students’ motivation and self-esteem to involve them in their assessment process (Assessment Reform Group 2002). The aim of this introductory lesson was to check the level of student’s knowledge of the topic, in particular on three major food poisoning bacteria (e-coli, salmonella and campylobacter). I tried to incorporate the interactive learning components by asking them question and engaging in a discussion on the topic and by using a crossword at the end of the class. Generally the lesson can be regarded as a success. While the large proportion of the session was heavily teacher led I have tried to change my voice when talking about a new idea or emphasizing important issues. I also gave the learners 3 minute breaks when I saw that they were getting bored or unfocused. I think that these two methods helped me to maintain the full attention of the class. The discussion was also a good idea as the students participated actively and were willing to ask questions. I think that the awareness of the crossword at the end of the class helped them to remain focused. Perhaps the only weakness of this lesson was ‘spoon feeding’ the missing information which I decided to apply, as the students had problems with identifying the symptoms of each type of bacteria or what type of food they could be found on. This was necessary so that the students would be well prepared for the practical session the following week. However, if I had anticipated this difficulty I would have planned a different way of delivering the information because while ‘spoon feeding’ is a quick and direct way of transferring information, it discourages inventiveness, creativity, and independent thinking (Claxton 2002). Lesson Two The second lesson was held in the science lab and was observed by my PGCE Tutor. I went to considerable lengths when planning this session and provided resources such as PowerPoint and swabbing equipment because I wanted to concentrate on helping students to become creative and independent learners. The swabbing activity was designed not only to increase students’ knowledge about bacteria, but also to involve a ‘real life’ activity, helping them to connect their learning goals to potential careers. The accompanying lesson plan sets out four clear and measurable objectives. The opening activity was called â€Å"Name the Bacteria†, and was designed to recap on the learning from the previous lesson. The activity had mixed results. While students got actively involved, they were raising their voices as everybody tried to give a correct answer. I also had to raise my voice to be heard over students’ talking and intervened frequently in their activities. Hence, this exercise became chaotic and I had to stop it in order to make sure that the lesson’s objectives were met. This exercise helped me to understand that I shall clearly explain to the students the rules of such activities in the first place in order to avoid chaos. More successful was the mini-plenary I incorporated at the end of the activity to assess progression. This activity not only allowed me to measure whether learning objectives had been met, it also rounded off the class and made sure that all the students were engaged with the topic and understood the purpose of the class. At the end of the class I have asked students for feedback. Mostly they agreed that they were not happy with my sudden decision of stopping the first activity. They also thought that I did not speak loud enough during the first activity and then unexpectedly raised my voice to stop the exercise. This feedback helped me to realise that I have failed to control student’s behaviour because of the inadequate level of my voice. I was unable to manage the class during the exercise and I decided on sudden intervention, regarded as a negative step by my students. Lesson Three Responding to feedback from lesson two, I was keen to ensure that in my next lesson I acted as a facilitator. This would allow me to more clearly evaluate the degree to which my learners are meeting the set objectives. The lesson took the form of analysing the swabs taken in lesson two, which had been incubated over the intervening week. This lesson seemed to be highly effective. I limited my verbalising and the students worked individually on their worksheets. I was able to quantify the progression of the students. I only raised my voice insignificantly when I felt that the students started to diffuse and talk. This time I was able to control the class and to avoid unnecessary chaos. At the end of the lesson the students were given a quiz that allowed peer assessment. This is another method of involving learners in their own assessment, which is so important for motivation (Assessment Reform Group 2002). Conclusion I found that teaching these lessons outside my comfort zone taught me a lot about my own areas for development and also enabled me to put educational theory into practice. For example, it enabled me to understand Black and Wiliam’s (1998) theory about the importance of assessment being used to enhance teaching and raise standards. At first I was failed to have a full control over the class and the loud intervention seemed to be the best method of having back class’ attention. Over the course of the lessons I have learnt that I am able to control the class by using a correct level of the voice. Incorporating these lessons about volume level and assessment (both mini-plenaries and student feedback) into my ILP should ensure that I continue to improve in these areas. I have also learnt that the students prefer practical classes rather than teacher’s lecture. I have a habit of too have controlling lessons. However, I have learnt that even teacher-led lesson might attract student’s attention by engaging them in discussion or organizing activities that check gained information at the end of the class. Word Count: 1,500 References LeFever, M. (1996). Creative Teaching Methods. Colorado Spring: Cook Ministry Resource. Westwood, P. (2008). What teachers need to know about teaching methods? Melbourne: ACER. Danielson, Ch. (2009). Teaching Methods. New York: Merrill/Pearson. Capel, S. (2005). Learning to teach in the secondary school. A companion to school experience. Oxford: Tylor Francis. Ram, S. (2003). Modern Teaching Methods. Maharashrta: Sarups Sons. Clark, R. and Starr, I. (1996). Secondary and Middle School Teaching Methods. New York: Merrill. Assessment Reform Group, (2002) Ten Principles: Research-based principles to guide classroom practice [online] Available from: Assessment Reform Group aaia.org.uk/content/uploads/2010/06/Assessment-for-Learning-10-principles.pdf (Accessed 28/05/2012). Richardson, H. (2010). â€Å"Why are pupils taking GCSEs early?†Ã‚   [online] Available from: BBC News bbc.co.uk/news/education-11071156 (Accessed 28/05/2012). Black, P. and Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment [online] Available from: Assessment Reform Group http://blog.discoveryeducation.com/assessment/files/2009/02/blackbox_article.pdf (Accessed 28/05/2012). Black, P. and Wiliam, D. (1999) Assessment for learning: Beyond the black box. [online] Available from: Assessment Reform Group http://assessmentreformgroup.files.wordpress.com/2012/01/beyond_blackbox.pdf   (Accessed 28/05/2012). Claxton, G. (2002). Building Learning Power. Bristol: TLO Limited. DATA, (2011). Chilled Food Industry takes to the Classroom to Inspire Future Food Technologists [online] Available from: data.org.uk/index.php?option=com_contentview=articleid=1182:chilled-food-industry-takes-to-the-classroom-to-inspire-future-food-technologistscatid=3:dat-association-newsItemid=384   (Accessed 28/05/2012).

Balustrades, Balusters, and How to Preserve Them

Balustrades, Balusters, and How to Preserve Them A baluster has come to be known as any vertical brace (often a decorative post) between an upper and lower horizontal railing. The purposes of the baluster  (pronounced BAL-us-ter) include safety, support, and beauty. Staircases and porches often have rails of balusters called balustrades.   A balustrade is a row of repeating balusters, similar to a colonnade being a row of columns. What we call a balustrade today is historically a decorative extension of the Classical Greek colonnade on a smaller scale. The invention of the balustrade is generally thought to be a feature of Renaissance architecture. One example is the balustrade of the 16th century Basilica St. Peters at the Vatican. Todays balusters are constructed of wood, stone, concrete, plaster, cast iron or other metal, glass, and plastics. Balusters can be rectangular or turned (i.e., shaped on a lathe). Today any decorative patterned grille or cutout (patterned after the Roman lattice) between railings are referred to as balusters. Balusters as architectural details are found in homes, mansions, and public buildings, inside and outside. The Baluster Shape: Balustrade (pronounced BAL-us-trade) has come to mean any series of vertical bracings between rails, including spindles and simple posts. The word itself reveals a certain design intention. Baluster is really a shape, coming from the Greek and Latin words for a wild pomegranate flower. Pomegranates are ancient fruits indigenous to the Mediterranean, Middle East, India, and Asia, which is why you find the baluster shape in these areas of the world. Having hundreds of seeds, pomegranates also have long been symbols of fertility, so when ancient civilizations decorated their architecture with objects from nature (e.g., the top of a Corinthian column is decorated with acanthus leaves), the shapely baluster was a good decorative choice. What we call the baluster shape was depicted in pottery and jugs and wall carving in many parts of the world from the earliest civilizations- the potters wheel was invented around 3,500 BC, so wheel-turned shapely water jugs and baluster vases were more easily produced- but the baluster was not used in architecture until thousands of years later, during the Renaissance. After the Middle Ages, from roughly 1300 until 1600, a new interest in Classical design was reborn, including the baluster design. Architects like Vignola, Michelangelo, and Palladio incorporated the baluster design into Renaissance architecture, and today balusters and balustrades are considered the architectural detail itself. In fact, our common word banister is a corruption or mispronunciation of baluster. Preservation of Balustrades: Exterior balustrades are obviously more susceptible to decay and deterioration than interior balustrades. Proper design, manufacturing, installation, and regular maintenance are keys to their preservation. The US General Services Administration (GSA) defines balustrade by its components, consisting of the handrail, footrail and balusters. The handrail and footrail are joined at the ends to a column or post.   The balusters are vertical members that connect the rails. Wooden balustrades are subject to deterioration for a number of reasons, including exposed end grain from the manufacturing process and butt joints that are prone to moisture. Regular inspection and maintenance of a well-designed balustrade are the keys to continued care and preservation. A wooden balustrade in proper condition is rigid and free from decay, the GSA reminds us. It is designed with sloping surfaces to repel water and has properly caulked, tight joints. Exterior cast stone (i.e., concrete) balusters will have moisture problems if not designed and installed properly and if not routinely inspected. Balusters come in many shapes and sizes, and the quality of construction and thickness of the balusters neck may affect its integrity. The variables involved in manufacture are considerable, and it is wise to use a firm with experience in ornamental and custom work rather than a precast concrete firm which manufactures stock structural items, suggests preservationist Richard Pieper. The Case for Preservation: So, why preserve balustrades in public buildings or on your own home? Why not just cover them up, encase them in metal or plastic and protect them from environmental hazards? Balustrades and railings are not only practical and safety features, write preservationist John Leeke and architectural historian Aleca Sullivan, they typically are highly visible decorative elements. Unfortunately, balustrades and balusters are frequently altered, covered, removed or completely replaced even though in most cases they can be repaired in a cost-effective manner. Routine cleaning, patching, and painting will preserve all kinds of balustrades. Replacement should be a last resort only. To preserve historic fabric, the repair of old balustrades and railings is always the preferred approach, Leeke and Sullivan remind us. A broken baluster usually is one in need of repair, not replacement. Sources: Baluster, Illustrated Architecture Dictionary, Buffalo Architecture and History; Classical Comments: Balusters by Calder Loth, Senior Architectural Historian for the Virginia Department of Historic Resources; Securing An Exterior Wooden Balustrade, U.S. General Services Administration, November 5, 2014; Removing And Replacing Deteriorated Cast Stone Balusters, U.S. General Services Administration, December 23, 2014; Preserving Historic Wood Porches by Aleca Sullivan and John Leeke, National Park Service, October 2006; The Maintenance, Repair and Replacement of Historic Cast Stone by Richard Pieper, National Park Service, September 2001 [accessed December 18, 2016]

Water pollution Research Paper Example | Topics and Well Written Essays - 1750 words

Water pollution - Research Paper Example The most significant problem with water pollution is that it endangers amphibians (and other genus) and can lead to extinction of various species without adequate steps taken to mitigate water pollution’s reoccurrences. There are many different types of water pollutants which threaten species. These include introduction of pathogens and chemicals which are dispersed into bodies of water from many different sources. Pipes, storm drains, factor-based discharges and sewer systems maintain the capability to contaminate various bodies of water. Specific contaminants, and the most common, include sodium, iron, benzene, and harmful pathogens. One of the most significant problems is that water-polluting substances tend to deplete oxygen levels in a body of water or cause a phenomenon known as turbidity, a situation in which vital light is obstructed, thereby disrupting the capability of plants to grow and even causing blockage of a water-dwelling species’ gills. When harmful chemicals are introduced into these bodies of water, it can promote the production of various diseases, increase the acidity of the water, cause dramatic shifts in temperature which are not conducive to longevity for species, an d affect the general quality of the water which impacts the reproductive cycles of water-dwelling creatures. A common water pollutant is benzene, which is often introduced into bodies of water as a result of industrial activity and through waste disposal of different consumer products such as glue and detergents. To illustrate the potential harm that benzene causes, a study was conducted in an industrial environment dedicated to producing nanotechnologies. The researchers recruited 121 different workers and performed a longitudinal study over five years. The recruited sample population was asked to allow recurring blood samples to be taken

Analysis Music Project Chopin Nocturne Essay Example | Topics and Well Written Essays - 500 words

Analysis Music Project Chopin Nocturne - Essay Example â€Å"Music is what feelings sound like,† this quotation from an unknown author says it all. Just as Gustav Mahler once said, â€Å"If a composer could say what he had to say in words he would not bother trying to say it in music.† One of the most distinguished composers of the 19th century is Frà ©dà ©ric Chopin. Chopin was a Polish composer and virtuoso pianist, and is considered by many as the epitome of the Romantic style in classical music. Regarded as a child prodigy pianist, I look up to him, as my model and inspiration, since I too, play the piano. Chopin’s works are masterpieces and mainstays of the Romanticism in the 19th century. One of the major innovations in forms of music that he was responsible for is the nocturne. The nocturne is basically a work of art dealing with evening or night, usually a dreamy pensive piano composition. Having written 21 of these, Chopin’s nocturnes are written in a somewhat melancholy style, with an expressive dreamy melody, over broken-chord accompaniment. The major of Chopin’s nocturnes adopt a simple A-B-A form, wherein the A part is usually in a dreamy style, and the B style is a part of a more dramatic content. Considering the melody, harmony, and originality of piano style, Chopin’s nocturnes leave other composers behind, although his style is very much similar with Bellini’s cavatina.

Music Technology - Sound Design for the Moving Image Research Proposal

Music Technology - Sound Design for the Moving Image - Research Proposal Example Sound design has to do with pulling together the different elements of a movie, for instance, and the term itself is an offshoot of work that was done by Walter Murch, who revolutionized the field starting from his work with Francis Ford Copolla in the 1970's, and in particular the work 'Apocalypse Now'. The movies are said to be the wellspring of the discipline, and as Copolla and Murch actually made use of sound, sound design was about undertaking total responsibility for the entire track of audio for a film- dialogue, the sound effects employed, and the recording and repeat recording of the movie's ultimate track. Fast forward to the present, and creative sound design has come to be differentiated from a host of associated film sound disciplines, including sound editing, which is differentiated from sound design precisely by the element of creativity that has come to be associated with those who primarily create and adopt sound to movies. That creativity and the history of creativ e sound design itself suggests that the development of technology related to sound design are often intertwined, with the creative sound designer expected to be steeped in knowledge of current and emerging technologies on sound. Elsewhere we find in the literature that sound design is also much more than the adaptation of sound to existing movies and films that have already been done and finished, as sound design, when done in such classics as the film above and in Star Wars, is also about how sound can fundamentally alter.... ation of sound to existing movies and films that have already been done and finished, as sound design, when done in such classics as the film above and in Star Wars, is also about how sound can fundamentally alter and impact on the making of the movies themselves, in the way the movies are actually filmed and conceptualized. This view of sound design, and the merit of such a view, is said to be borne out by the way films that have been done in this fashion have come to revolutionize the way films are made, for the spectacular and beautiful results of work that view sound design as an integral and creative part of the making of movies (Thom 1999; Thom n.d.; Katz 1997; Jarrett n.d.; Buskin n.d.). The short of it is that in movies that incorporate sound in the very conception stage of the movie's development and making, rather than considered as being an add-on to the movie experience, the true nature of creative sound design is said to shine through, and the examples of the work of Cop olla, Murch and Ben Burtt, the latter in such groundbreaking movies as 'Star Wars', are testaments to the power of creative sound design done in this fashion, in collaboration with the directors of those films, who understood the power of sound in movies when they are considered in this vital fashion (Thom 1999). Others have come to term this way of conceiving sound design, as being an integral aspect of the creation of the script for instance, and of the conception of the very making of the movie, as â€Å"designing a movie for sound† (Jordan 2007; Thom 1999). Such work as Forrest Gump, as an example, benefit from such a view of sound design, according to Thom, who was able to push the idea of sound in some parts of the movie being able to help tell the story, in part because the creative

Marijuana- illegal or legal What is best for Hawaii Research Paper

Marijuana- illegal or legal What is best for Hawaii - Research Paper Example It was also commonly used as an intoxicant in this period. However, a campaign by the Bureau of Narcotics and Dangerous Drugs, portraying it as an addictive and powerful substance that acted as a gateway drug led to its illegalization. It became a symbol of authority rebellion for hippies and college students in the 60s. Along with LSD and heroin, marijuana was classified as a schedule 1 drug in 1970 through the Controlled Substances Act, which classed it as possessing high potential; for abuse with no accepted use in medicine. The Bush and Reagan â€Å"zero tolerance† era saw the passage of strict regulations and sentences for marijuana possession and increased surveillance of cross-border smuggling (Joffe & Yancy 637). This brought a shift to reliance on domestic marijuana cultivation in California and Hawaii. However, expanded crackdowns saw another shift towards indoor growing; leading to a decade of falling marijuana use. However, its use saw a revival in the 90s, which l eveled off in the 2000s. Where We Are Today In Hawaii With Marijuana? On 8th March, 2011, the state senate passed five bills related to marijuana. Senate Bill 58 increased marijuana amounts that an individual could carry to allow them carry 5 ounces or grow 10 plants at any given time (Cooper & Daws 276). The bill was also meant to protect the confidentiality of patients and address issues concerning marijuana transport. Bill 113, in turn, provided for a marijuana research program of three years, which would be conducted in Hawaii involving local marijuana users and qualified researchers. Bill 175, should it be passed into law, would see a shift in authority of marijuana laws to the Health Department from the Public Safety Department. Bill 1458 aims to create three class levels for licensing purposes: the first is â€Å"compassion centers that will be responsible for the dispensation of marijuana, the second for cultivation centers, and the third for the sale of infused marijuana ( Cooper & Daws 279). One of the most essential steps towards marijuana legalization is Bill 1460, which seeks to decriminalize any amount of marijuana that is less than one ounce. The bill also proposes that requirements that currently call for reporting of students in possession of marijuana be cancelled if they are caught in possession of less than an ounce of marijuana (Cooper & Daws 280). The five bills in the Senate are widely supported with two among them seeing unanimous approval with the other three facing a maximum of two no votes. These bills are expected to continue towards House approval. According to a number of senators, the economic conditions, money spent on arrests, drastic debts in the state, and the proven effects of medical marijuana make it high time to learn from the decriminalization in Colorado. In addition, if law enforcement and state government should put their efforts towards proper taxation, rather than prosecuting and prohibiting distributors, growers, a nd users so as to provide revenue that is required to improve the debt in the state (Cooper & Daws 281). The recent support given by senate is a sign that this is agreed on by a majority of the senators. Marijuana as a Legal Drug Uses of Marijuana There are various methods of marijuana administration, such as smoking of dried buds, vaporizing, taking capsules, and eating or drinking extracts

Do corporations have a social responsibility beyond just obeying the Essay

Do corporations have a social responsibility beyond just obeying the law - Essay Example To understand the basic definition of a corporation, one must understand its main objective. Every corporation, excluding a Club or Non-Profit Corporations, has a sole objective, i.e. making a profit. This is the basic foundation of every business and corporation that is created in the first place. The profit is basically the difference between the revenue that the corporation generated and the cost that it incurs. However, corporations do have to operate according to the law. For example every corporation pays taxes on its ‘sky high’ profits but is that the only thing a corporation should do for the betterment of society? Obeying the law includes several other things including labor rights, minimum wages, working conditions and several consume rights including misleading advertisement. â€Å"If ethics are poor at the top that behavior is copied down through the organization† quoted Mr Robert Noyce, the inventor of the silicon chip (Butler, 2003). Business ethics is one of the terms that many might have heard. Not many businesses run ethically but some businesses are adapting the ethical strategies for giving something back to the society.

International Trade and Competition Essay Example | Topics and Well Written Essays - 1750 words

International Trade and Competition - Essay Example Thus organizations usually decide to globalize their operations when they foresee a sufficient profitability in assigning their limited resources to foreign market(s) higher than the expected rate of return from other marketing decisions. iii) The cost of entering the market. Cost may be monetary, time, energy or psychic costs and may arise due to differences in culture and value systems making the product and adaptation cost extremely high, due to the distance, due to high taxation levied by the foreign governments and imposition of tedious rules regulations and procedures by the government of a country thus creating high entry barriers. Countries may differ on their market attractiveness, entry barriers, proximity, culture, rules and regulations and risk factors hence the same organization may have to employ different entry and operation strategies for different countries, also the government policies in the same country may be different for different industries and some products and hence the strategies have to be varied accordingly . Organizations differ in their vision, mission, objectives, competitiveness (strengths and weaknesses), resources and hence the strategies they adopt to face a particular marketing situation. However studying a category of organizations and the international marketing strategies adopted by them helps arrive at few generalizations. The decision maker has to exercise caution in deciding where to generalize and where to discriminate while formulating strategies for the organization s/he is

Do corporations have a social responsibility beyond just obeying the Essay

Do corporations have a social responsibility beyond just obeying the law - Essay Example To understand the basic definition of a corporation, one must understand its main objective. Every corporation, excluding a Club or Non-Profit Corporations, has a sole objective, i.e. making a profit. This is the basic foundation of every business and corporation that is created in the first place. The profit is basically the difference between the revenue that the corporation generated and the cost that it incurs. However, corporations do have to operate according to the law. For example every corporation pays taxes on its ‘sky high’ profits but is that the only thing a corporation should do for the betterment of society? Obeying the law includes several other things including labor rights, minimum wages, working conditions and several consume rights including misleading advertisement. â€Å"If ethics are poor at the top that behavior is copied down through the organization† quoted Mr Robert Noyce, the inventor of the silicon chip (Butler, 2003). Business ethics is one of the terms that many might have heard. Not many businesses run ethically but some businesses are adapting the ethical strategies for giving something back to the society.

The relationship of PR on the Dominant, Counter-Narrative and Power Essay

The relationship of PR on the Dominant, Counter-Narrative and Power - Essay Example The powerful tool of communication through interaction that allows people to share their stories and disseminate that story caused them to unite their experiences. This paper aims to discuss the relationship of dominant narrative and counter-narrative, and the role of public relations to the narratives and its neutrality. Dominant Narrative and Counter-Narrative Dominant narrative is the depiction of real stories that is shaped by culture, social order, and experiences. Bruner (1991) examined the social construction of reality through text, which is referred as the narrative. The author added that dominant narrative is ruled by the conventionality of society wherein such thoughts or acts are considered as valid or within its acceptable limits. It has become the basis on how the human minds are formed through the socially structured concepts on their beliefs, traditions, and experiences. According to Stewart and Maxwell (2010, p. 35), dominant narratives serve as a prototype that enab les people to identify their personal experience as a universal one. Thus, dominant narrative influences how people view the world where they interact and live. When people have a different experience and understanding of the universal stories or the cultural narratives, a counter-narrative emerges that challenges the acceptable beliefs of a society. Willis, Inman, and Valenti (2010) assert that counter-narrative desires to replace the accepted truth by insisting on the truth on their narratives. The narratives contain the analysis and criticism of â€Å"dominant discourses† through disclosing the propensity, shortcoming, and limitation of the comprehensive theories â€Å"to make transparent the relations of power behind specific claims of truth† (Mooney & Evans, 2007, p. 47). Thus, the existence of counter-narratives is caused by the dominant narratives, which define its relationship. Without dominant culture, there will be no arguments that will challenge the univers al truth. This is construed by Bamberg and Andrews (2004, p. x) that counter-narrative â€Å"only makes sense to something else that which they are countering.† Counter-narrative is often associated when other people have different beliefs, which have not been told. Hall (1980) further explains the connection of broadcasting to the narratives. He indicates that media operation is centered on stimulating the dominant narrative because listeners with a different perspective will challenge the idea and eventually ignore the message. Role of Public Relations Public relations is a useful tool in managing and preserving the relationship between an organization and the public, but not only business sector utilizes PR -- even politics. The primary goal of PR is to shift the public opinion that will be favorable to a certain organization or a person (Ledingham & Bruning, 2000). Since Ledingham and Bruning considered that PR manages relations to be positive in the perception of the pub lic, it has a role to play in negotiating the dominant narratives and counter-narratives to gain the approval of the public. Heath (2000, p. 71) asserts that public relations conforms to the ethics of a society, aids in formulating value in which society functions, and provides society â€Å"commercial and policy value.† However, it can also be a powerful tool to persuade people in adopting another persons’ belief with the use of mass media. When individuals convey their point of view, it is natural that their opinion will generate

Observation and Description Essay Example for Free

Observation and Description Essay 1. Explain a learning theory observed in the video.  In the field trip, experiential learning was applied by the facilitator. In experiential learning, students are immersed in a real environment and exposed in a real situation. Experiential learning is based on constructivist theory whereby the learners play active roles in assimilating knowledge onto their existing mental framework and apply their school learned knowledge to the real world (Henley, 1994). In the video, students work with a professional to investigate and learn about nature at Fermilab. Students used magnifying lenses and their senses to see, smell, hear, and feel the plants that they were holding. Initially, students worked in pairs, share their knowledge and make comparison. Then, they worked in groups and write down what they have observed. Thus, the learners have applied the knowledge and concepts that they have learned in the classroom about living things to a real environment at Fermilab. Through the exchange of knowledge and observations among members of the group, they became active learners and teachers. Experiential learning was formulated by Carl Rogers who claimed that significant learning takes place when the subject matter is relevant to the interest of the learner and when external threats are at a minimum (Dover, 2008; Kearsley, 2008). The teacher must set a positive climate for learning, use learning resources, balance intellectual and emotional component of learning and share feelings and thoughts with the learners (ibid). Learning about nature, the prairie, wetlands and the diversity of life took place in Fermilab, a natural environment. Before students were taken around Fermilab, the facilitator gave them some rules to follow to protect the environment and everyone in the area. Hence, there was a positive climate for learning, the experience was significant to the students and the external threat to learning was kept at a minimum. b. Describe the observed teaching situation in terms of group characteristics, seating arrangement, and any additional criteria necessary to present the setting of the learning environment. The teaching and learning process took place at Fermilab where students observed the plants, animals and wetlands to determine the diversity of life in the environment. Initially, all students sat on the grass and work in pairs in observing the plants. They were also holding their magnifying lenses as they listened to the instructions of the facilitator. Each pair consists of a boy and a girl of the same age and grade level. They interacted with their teammates and discussed what they have observed. Then they worked in groups, reflected on what they have observed and shared what they have learned. There were two boys and two girls in each group. c. Describe the observed teacher-to-student interactions. Students were attentive to their teacher. When the facilitator says, â€Å"I want you to look at the plant, smell the plant, listen to the plant, shake it†¦see if it rattles†, students who were working in pairs got their magnifying lenses to look closely at the plants and follow the instructions of the teacher. Everyone was engaged in the activities. In another scene, a small group of students were listening attentively to a professional as she speaks about the different environments that they will observe and investigate. She also provided some rules that they need to observe to protect the environment and everyone at Fermilab. While the facilitator speaks before the students, there was a female teacher who was standing beside her. d. Describe the observed student-to-student interactions. In the first activity, a buddy system was established whereby students work in pairs while seating on the grass and observing the plants. A boy and a girl were interacting with each other and exchanging knowledge on what they have observed. In another activity, there were four students in each group. They were taking down notes on the plants that they were investigating. As students work in groups, peer teaching was established as groupmates do some discussions and kept their voices low so as not to disrupt the other groups. They were all doing their activities in an orderly manner. Analysis, Exploration, and Reasoning a. Describe the purpose of the observed lesson. The objective of the lesson is to learn about nature and to determine the diversity of life in different environments through active learning and immersion. Through experiential learning, students were able to explore the plants, animals and different environments in Fermilab through the use of their sense of sight, touch, smell, and hearing. The lesson also aimed to provide a hands-on experience on a real or natural environment instead of looking at the pictures, reading about nature and environment and staying in the classroom. The activities gave students the opportunity to work with other students and share their knowledge and observation with other members of the group. The activities also develop the social skills of the students. The activities aimed to foster cooperation as students need to follow rules to protect themselves, other people, nature, animals, and the environment. b. Describe a teaching strategy implemented in the observed lesson. Experiential learning is a strategy used by teachers to incorporate learning theories into lessons. As the students learn about nature and the diversity of life in their field trip, they will be able to construct their own knowledge about the protection of nature from what they have observed and experienced at Fermilab. Through experiential learning, the theory of constructivism can be applied in which learners actively build knowledge and skills, construct new ideas or concepts based upon their current and past knowledge (Bruner, 1990). Students have learned about plants and animal life in the classroom, through their readings or viewing of films or television programs. Now that they have an actual experience of nature’s life in Fermilab, their knowledge and experience are added to what they have already learned. Hence, they will be able to construct their own ideas on how to protect and care for nature and animals. c. Analyze the teacher’s possible purpose for implementing a teaching strategy observed in the video. The possible purpose of implementing experiential learning is to make each learner directly involved with nature and the diversity of life in different environments at Fermilab. The activities whereby students work by pairs or by groups and learn from one another will foster retention and comprehension of the subject matter because they learn through meaningful learning and teaching experience. The experiential activities make learners directly experience, discover and appreciate nature and environment through the use of their senses. Experiential learning also allows students to reflect on their experience, and generate understanding and transfer of skills and knowledge. d. Describe the level of student engagement with the observed lesson In the video, there was a high level of students’ engagement in the activities. This was evident in their participation to all the activities as they work in pairs and in groups in sharing their knowledge and observations on the plants that they were investigating. The students were listening and following the instructions of their teacher. When the teacher says, I want you to look at the plants, smell the plants, etc. , students who were working in pairs, got hold of the plants and observed them closely with their magnifying lenses. They were also attentively listening to the professional who was explaining about the environments and the diversity of life that they will examine within the Fermilab and the rules that they need to follow.

Unusual Presentation of Ewing’s Sarcoma

Unusual Presentation of Ewing’s Sarcoma D.V.Prasad1, Sanjay Mulay2, Krishna Badgire 3, *Abhinav S.Jadhav4, Deepak Datrange5, Sagar Jawale6, Arun alex7 ABSTRACT: Ewing’s sarcoma is a highly malignant, round cell neoplasm of uncertain origin. It is the sixth most common malignant tumor of bone. It must be distinguished from chronic osteomyelitis and other malignant round cell tumors like lymphoma, metastatic neuroblastoma and small cell osteosarcoma. Most patients are between 10 to 25years old; rarely patients are younger than age 5 years and older than age 40 years. We report a 55 years female who presented with swelling over right shoulder with pain and inability to move right shoulder later diagnosed as Ewing’s sarcoma of proximal part of humerus right side. The earlier diagnosis at this age may help in better management of the condition and prevent further complications and have better prognosis. KEY WORDS: Ewing’s sarcoma, Primitive neuroectodermal tumor (PNET), Ewing family of tumors (EFT), round cell tumor. INTRODUCTION: Ewing’s sarcoma is a highly malignant, round cell neoplasm of uncertain origin. It is the sixth most common malignant tumor of bone [1]. Most patients are between 10 to 25years old; rarely patients are younger than age 5 years and older than age 40 years. The present report is about rare presentation of Ewing’s sarcoma in a 55 years old female who presented with swelling over right shoulder with severe pain and inability to move right shoulder. CASE REPORT: A55 years old female, housewife, was presented with progressive swelling over right shoulder and difficulty in shoulder movements. Swelling was accompanied with severe pain which increased gradually over a period of 6 months. On examination, she was an average built female with swelling over right shoulder and upper part of right arm. Swelling was of 25x20cm size. It was a solitary swelling with local rise of temperature over swelling. Swelling was tender and variable in consistency. It was a non-mobile swelling. Redness and prominent superficial veins were visible over swelling over right shoulder and upper part of arm (Fig.1). Her hemoglobin levels were decreased and she had elevated erythrocyte sedimentation rate (ESR). Her renal function tests and liver function tests were towards lower normal range. X-ray right shoulder with arm shows round lytic lesion in head and upper part of humerus (Fig.2). MRI of right shoulder joint was suggestive of a 8.76.76.5 cm well defined, lobulated, expansile, lytic, lesion involving head and proximal shaft of right humerus, causing thinning and erosion of the cortex with breach at few places and narrow zone of transition, adjacent soft tissue extensions with edema and moderate right shoulder joint effusion. These findings are suggestive of Neoplastic mass involving proximal humerus with pathological fractures (Fig. 3) Histopathology report shows sheets of small round cells with hyperchromatic nuclei, condensed chromatin and scanty eosinophilic cytoplasm with vaculisations with unremarkable bony trabeculae (Fig.4). Immuno-histochemistry is suggestive of Vimentin, CD99, S 100 positive and AE1/AE3 focally positive. Cytology report was suggestive of cytomorphological features positive for malignancy (Fig.5). Fig. 1: Clinical photograph of patient showing right shoulder swelling. Fig.2:X-ray right shoulder showing round lytic area in upper end of humerus. Fig. 3: MRI right shoulder T1W,T2W and STIR images showing expansile, lobulated, lytic lesion involving head and proximal part of humerus. Fig.4: Microscopic picture (40X) showing sheets of small round cells with hyperchromatic nuclei, condensed chromatin and scanty eosinophilic cytoplasm. Fig.5: Cytology report showing cytomorphological features positive for malignancy DISCUSSION: In 1918 Arthur Purdy Stout described a tumor composed of small round cells with rosettes in Ulnar nerve [2], later on it became known as Primitive neuroectodermal tumor (PNET). James Ewing described a tumor of diaphysis of long bones composed of undifferentiated cells and the tumor was radiosensitive [3]. Earlier Ewing’s sarcoma (ES) PNET were described as two separate entities, but in 1975 Angervall and Enzinger described extraskeletal tumor resembling to ES [4]and Jaffe et al. wrote an article on â€Å"the neuroectodermal tumor of bone† in 1984 [5]. Now it is known that ES and PNET show similar translocations and are considered to be ends of histological spectrum of Ewing’s family of tumors (EFT). Analysis of molecular techniques not only provided better understanding of biology but also help in developing better techniques in diagnosis and prospective potential treatment. Epidemology: EFT comprises 5 to 10 % of total bone tumors and is the 2nd most common tumor of childhood [6]. It occurs predominantly in young adults and children and shows a slight predilection for males [7].75% cases are seen between 10 to 25 years age of life. Youngest case reported so far was of 4.5 months old [8] and oldest case reported was 61 years old. Infancy cases are to be differentiated from metastatic neurofibroma. Sites: In 55% long bones it is usually diaphyseal lesion but also metaphyseodiaphyseal lesion can be seen. Flat bone (pelvis and ribs) involvement can also be seen. Less common sites of occurance are skull, vertebra and scapula. Presentation of Ewing’s sarcoma: Pain, Swelling and fever are the presenting symptoms. X-ray shows permeative pattern of bone involvement (boundary between uninvolved bone and area of bone destruction and bone is broad, vague imperceptible). All types of periosteal reactions seen like onion peel, moth eaten, honey combed, fine and reticulated [1]. Biopsy Ideally core biopsy is done, if repeated attempts of core biopsy fails open biopsy is done. FNAC not recommended in case of Ewing’s sarcoma. Frozen section studies opted in selected cases only as freezing of tissue distorts the morphology. Fixation of tissue is done in 10% formalin. Inadequate fixation leads to loss of antigen, so inconclusive results on immunohistochemistry and also causes autolysis and degeneration of DNA thus making molecular analysis difficult. Ratio of specimen to formalin is 1:10. Histology: It is prototype of small round cell tumor growth. It is composed of sheets of small cells with increased nuclear to cytoplasm ratio. Cytoplasm is scanty, eosinophilic, and detected by periodic acid Schiff (PAS), contains glycogen and diastase degradable. Occasional rosette formation are seen and frequently undergoes necrosis and residual viable cells show perithetiomatous or perivascular distribution.EFT tumor cells can be large with irregular nuclear membrane and prominent nucleoli [9]. EFT cells show membrane expression of CD99 /MIC 2 on immunohistochemistry [10]. Antibody against FLI-1 is seen in nucleus of tumor cells which is specific for diagnosis of EFT [11]. Tumor cells may show neuron specific enolase (NSE), synaptophysin and s-100 protein. Family of EFT includes -1)non hodgekin’s lymphoma 2)rhabdomyosarcoma 3)synovial sarcoma 4)messenchymal chondrosarcoma 5)desmoplastic small round cell tumor (DSRCT) 6)retinoblastoma. False positive cd99 screening is seen in other cases as well hence CD99, FLI1 and NSE to be positive for diagnosis of EFT/PNET. Molecular genetics: Translocation t (11:22) (q24:q22) is seen in 85 % cases. Fusion of EWS gene on 22q12 with FLI-1 on 11q24 results in chimeric fusion transcript EWS-FLI1 [12]. EWS-FLI1 induces insulin like growth factor (IGF-1). Phospholipase D2 (PLD2) and Protein tyrosine phosphatase 1 (PTPL1) are expressed in increased levels. Thus tumor cells escape from apoptosin and growth inhibition. Therapeutic targets: EWS-FLI1 fusion is to be targeted and split. Monoclonal antibodies against IGF -1 are being tried as it is associated with EFT growth [13] and PLD 2, PTPL1 are other conceivable candidates as both are highly expressed in EFT [14]. Chemotherapy in ES: There is no universally accepted staging. American joint committee on cancer (AJCC) suggests that primary bone or extra skeletal Ewing’s sarcoma may be included with their respective bone or soft-tissue sarcoma staging (STS) systems [15]. Although AJCC staging includes metastatic disease and tumor size greater or less than 8 cm; nodal status and grade are irrelevant for ES because it rarely spreads by lymph nodes and by definition of ES is high grade tumor [15]. Most of centers use presence or absence of metastasis at the time of diagnosis, as main tool for planning the treatment. Prognostic factors: 1) tumor site and size 2) age and gender 3) serum LDH levels ES in distal extremity has better prognosis than proximal extremity. ES in central location (pelvis) has worst prognosis [16] [17] [18]. Tumor volume 100-200ml- large tumor has bad prognosis. Girls have better prognosis than boys [18]. Increased serum LDH levels at time of diagnosis with large tumor with metastatic disease has worse prognosis. Metastasis in lungs alone has prognosis better than metastasis in extra-pulmonary sites. Patient with minimal tumor or no residual tumor after preoperative chemotherapy incline towards better prognosis. Evolution of chemotherapy: Adjuvant therapy: Vincristine + Actinomycin D + Cyclophosphamide (VAC). Intergroup Ewing’s sarcoma study (IESS): VAC + doxorubicin. IESS trial –II demonstrated that intermittent high doses of VAC + doxorubicin was superior to continuous moderate dose therapy with this agents [19].VAC+ doxorubicin alternating with Ifosfamide and Eloposide (IE) has better prognosis. There is no role of dose intensification. Current trend: Alternating cycles of VAC IE every 3 weeks for 48 weeks with local control at 9-12 weeks [20] is to be administered. There is no role of dose compression (decrease in duration of cycles).There is some role of stem cell in preliminary stage of management. Local therapy: Surgical resection with or without limb salvage followed by Radiotherapy and then chemotherapy is given. Chemotherapy remains back bone of the T/t for Ewing’s sarcoma, local T/t with surgery /or radiotherapy has important role in management of ES. The outcome of management is better in localized ES as compared to elusive outcome in metastatic disease or local recurrence. This case is presented in view of rarity to increase suspicion index for the presence of Ewing’s sarcoma. Early detection of Ewing’s sarcoma as chemotherapy and radiotherapy can limit further damage and progression of the disease can be done. REFERENCES: Joseph M. Mirra, Piero Picci: Ewing’s sarcoma In: Bone tumors- clinical, radiologic, and pathologic correlations, volume two, Lea Febiger, Philadelphia, London1989, pp. 1088-1094. Stout AP. A tumor of the ulnar nerve. Proc NY Pathol Soc 1918; 12:2-12. Ewing J. Diffuse endothelioma of bone. Proc NY Pathol Soc 1921; 21:17-24. Angervall L, Enzinger FM. Extraskeletal neoplasm resembling Ewing’s sarcoma. Cancer 1975; 36:240-51. Jaffe R, Santamaria M, Yunis EJ, Tannery NH, Agostini RM Jr, Medina j, era/. The neuroectodermal tumor of bone. Am j Surg Pathol 1984; 8:885-98. Gurney JG, Swensen AR, Bulterys M. Malignant bone tumors. In: Ries LA, etal, editors. Cancer incidence and survival among children and adolescents: United States SEER Program 1975- 1995. Bethesda, MD: National Cancer institute. SEER Program. NIH Pub. No. 99-4649; 1999. p. 99-110. Zamora P, Garcia de Paredes ML, Gonzalez Baron M, Diaz MA, Escobar Y, Ordonez A, et al. Ewings tumor in brothers. An unusual observation. AmJ Clin Oncol 1986; 9:358-60. Kim, T.E., Ghazi G. Atkinson G. ct al.: Ewings sarcoma of a lower extremity in an infant: A therapeutic dilemma. Cancer, 5c: 187, 1986. Nascimento AG, Unii KK, Pritchard DJ, Cooper KL, Dahlin DC. A clinicopathologic study of 20 cases of large-cell (atypical) Ewings sarcoma of bone. AmJ Surg Pathol 1980; 4:29-36. Khoury JD. Ewing sarcoma family of tumors. Adv Anat Pathol 2005; 12:212-20. Nilsson G, Wang M, Wejde J, Kreicbergs A, Larsson O. Detection of EWS/FL1-1 by immunostaining. An adjunctive tool in diagnosis of Ewing’s sarcoma and primitive neuroectodermal tumour on cytological samples and paraffin-embedded archival material. Sarcoma 1999; 3:25-32. Delattre O, Zucman J, Plougastel B, Desmaze C, MelotT, Peter M, et al. Gene fusion with an ETS DNA-binding domain caused by chromosome translocation in human tumours. Nature 1992; 359:162-5. Ludwig JA. Ewing sarcoma: Historical perspectives, current state-of-the-art, and opportunities for targeted therapy in the future. Curr Opin Oncol 2008; 20:412-8. Abaan OD, Levenson A, Khan O, Furth PA, Uren A, Toretsky JA. PTPL1 is a direct transcriptional target of EWS-FL11 and modulates Ewing’s Sarcoma tumorigenesis. Oncogene 2005; 24:2715-22. Greene FL, Page DL, Fleming ID , A. Fritz, C.M Balch, D.G. Haller et al, eds. AJCC cancer staging Manual. 6th ed. New York, NY: Springer; 2002. Rodriguez –Galindo C, Liu T, Krasin MJ, Wu J, Billups CA, Daw NC, et al. Analysis of prognostic factors in Ewing’s sarcoma family of tumors: review of St. Jude children’s research hospital studies cancer 2007; 1 10:375-84. Cotterill SJ, Ahrens S, Paulussen M, Jurgens HF, Voute PA, Gadner H et al. Prognostic factors in Ewing’s tumor of bone: analysis of 975patient from the European intergroup cooperative Ewing’s sarcoma study group. J clin oncol 2000; 18:3108-14. Bacci G, Longhi A, Ferrari S, Mercuri M, Versari M, Bertoni F. Prognostic factors in non-metastatic Ewing’s sarcoma tumor of bone: An analysis of 579 patients treated at a single at a single institution with adjuvant or neo-adjuvant chemotherapy between 1972 and 1998.Acta oncol 2006; 45:469-75. Burgert EO Jr, Nesbit ME , Garnsey LA , Gehan EA, Herrmann J, Vietti TJ, et al. Multimodal therapy for management of non-pelvic , localized Ewing’s sarcoma of bone :intergroup study IESS-II. J Clin Oncol 1990; 8:1514-24. Granowetter L, Womer R, Devidas M, Karlio M, Wang C, Bernstein M, et al. Dose –intensified compared with standard chemotherapy for non-metastatic Ewing’s sarcoma family of tumors: a children’s oncology group study. J clin oncol 2009; 27:2536-41.

Steinbecks Experience and Its Reflection in His Work Essay -- Literar

A plethora of emotions triggers a person's motivation to write. Whether it is disappointment, fear, bliss, or pure excitement, feelings produce an overwhelming sensation. The response to these feelings can rise from a person's environment, relationships, interests or current struggles. However, emotional madness can be simmered down through a practice of writing (Science 20). Clinical trials indicate that writing about deep or traumatic experiences can clear the mind of all the â€Å"confining† stresses and emotional suffocation (Bolarius 2). In detail, a new brain imaging study, conducted by UCLA psychologists, reveals how â€Å"verbalizing† feelings can cause a sense of peace and prove to be a â€Å"cathartic† exercise (Science 20). In fact, writing down emotions born from experiences provides an opportunity in the documentation for posterity. In the same way, John Steinbeck, the author of Nobel Prize winning literary work, has marked milestones in the h istory of literature, leaving insightful and evocative images in the hearts of millions and for future generations. Steinbeck's work has drawn influence from several events in his life. David Bender, author of the Literary Companion, writes that any â€Å"serious† work from Steinbeck â€Å"must begin in his western home of the Salinas Valley† (Bender 13). Steinbeck's strong relationships and time growing up in the West were tremendous influences in his novels The Grapes of Wrath and The Pearl, as well as his short story â€Å"The Chrysanthemums.† Most writers of the first half of the century focused on the characterizations of men and their motivations (Hughes 154). However, Steinbeck differed in this approach; he continuously wrote works that shined a heroic light on women. The relationships he ... ...ichigan Department of Education, 2002. Hughes, R.S. John Steinbeck. Study Of Fiction. San Diego: Twayne Publishers BOSTON, 1989. 218. Guthrie, John. "Cedar Street Times." cedarstreettimes.com. Cedar Street Times, n.d. Web. 3 May 2012. Millichap, Joseph R. "Biography Of John Steinbeck." Critical Insights: The Grapes of Wrath. 14- 19. Salem Press, 2010. Literary Reference Center. Web. 3 May 2012 Plimpton, George. "Journal of a Novel." Viking Press. N.p., 1969. Web. 3 May 2012. john-steinbeck>. Timmerman, John H. "The Wine Of God's Wrath: The Grapes Of Wrath." Critical Insights: The Grapes of Wrath. 235-266. Salem Press, 2010. Literary Reference Center.. 7 May 2012.

Kwanpen Case Study

Consumer Behavior: Singapore and desire for luxury: Singapore is among the top 10 destinations for luxury brands worldwide (69% of all usury retailers present). Luxury stores are present everywhere in the city more particularly In Orchard Road and shopping centers. Between 2006 and 2010, sales of luxury goods grew by 18% 1. Even if the sales have slowed down during the scrolls of 2009, they rose again In 2010 The luxury goods become more and more popular whatsoever watches, clothes or handbags.One of the mall reasons of this trend Is the growth of high-income households. The annual disposable incomes above US $75,000 increased by 4% between 2006 and 2010, so more Singapore are able to afford luxury goods. On the other hand their awareness to luxury brands (especially European ones) increased significantly. Luxury brands take more and more importance in lifestyle magazines and all others advertising mediums. We know that usually Asian people attach importance to the image. When they b uy a product they think about the image returned by this product.Many business men and women, with high Incomes, deal with foreign clients; they want to present a groomed Image. That Is the reason why they are willing to buy luxury products. Other high-income earners In Singapore are the experts. They tend to buy luxury goods and then Influence the local trends and the way Singapore see luxury products. This desire to own luxury brands coupled to high incomes and advertising presence in Medias will maintain and increase the demand for luxury brands. Luxury companies expected to benefit from important sales over the forecast period.However, growth of luxury goods seems not be able to affect non-luxury products, because most Singapore are still prudent with their spending. Why Singapore prefer global brands instead of local brands? 2 â€Å"Rider's digest trusted brand survey 2008†, 23 April 2011, My Paper According to the newspaper â€Å"My Paper† market survey, 26% of S ingapore favor local brands (so 74% favor global brands)2. Even if there are many strong local brands such as Tiger or Singapore Airlines the support of home- growth brands Is very low.So we will try to understand why Singapore have a preference for global brands instead of local brands. The mall reasons that come In mind are that Singapore attach a lot of Importance to their Image. The 2 notions of status and belonging are key points of the Asians consumer behavior. Singapore is a modern society Tanat Keeps peep collectivist relations slantingly. The Singapore society is highly, individuals are strongly sensible of their place thin the group, institution or society as a whole, and their attitude, dress and speech corresponding to their status.They are extremely fussy about the need to keep their dignity. They attach great attention to the choice of products; prices, brand and presentation should reflect its own social status. As to personal appearance, color, material and style of clothing, they must match the social status that defines the age, sex, occupation†¦ Singapore wear luxury goods show to others that you are part of high class. The quality of the product has less importance than the image that the brand will reflect. Awaken has the opposite positioning in Singapore.Belonging It is essential for Asian people to be accepted by his peers and the fear of rejection, exclusion, is intense, creating a need to always be part of the trendy and fashionable group. Singapore have a different approach of buying luxury goods compare to westerns people. They buy this kind of product to be a part of a group, because the trend is to buy western fashion products. It is a consequence of the westernizes. PERSONAL We can compare the Moscow pyramid of the western people and the one of Asian people.It appears that personal need which is very strong in western societies sonnets exist in Asians societies. Status Self-actualization SOCIAL Admiration Affiliation Belongin g Prestige Safety PHYSICAL Physiological The statement that Singapore prefer global brands can be contradicted by the fact that there are only a few Singapore brands, so we have the feeling that Singapore do not support their own brands. But in many industries and especially in the fashion industry, local brands suffer from the comparison with global brands.For the case of Awaken it is obvious that the brand is subjected to this specific consumer behavior. But in an other hand Awaken achieved to succeed n Hong Kong, a very similar market than Singapore. We can explain this by many facts. First Awaken is not seen as a local brand in Hong Kong, they overcame the Asian consumer behavior difficulties. We will now explain what the main defaults of the brand which prevent Awaken to succeed in Singapore. Brand equity & Obstacles 10 netter unreason ten salmonella's customer Attlee towards Awaken, lets study the key components of Awakener's brand equity.Thanks to the brand equity definition, 3 keys have to be taken in considerations: â€Å"The differential effect†, â€Å"the brand knowledge† and â€Å"the consumer response to marketing†. In the luxury market, the differentiation is based on what the brand reflects to the costumer and less on what the product is. Awaken is trying to differentiate himself from his competitors on the product characteristics (handmade, crocodile skin†¦ ). The Awakener's differentiation strategy is not appropriate with the luxury market where the differentiation is done through the brand image since the quality is implicit.Therefore there is a lack into the Awakener's brand equity. Since the three keys of the brand equity are pretty linked, the brand knowledge is weakened such as the consumer response to marketing. In order to give some recommendations to Awaken, it's relevant to focus on the sources of brand equity in order to understand what goes wrong with Awaken. There are three sources of brand equity that are : brand association, brand awareness and brand accessibility The brand awareness is the extent for a customer to recognize a brand and its elements.Awaken does not have a lot of brand awareness. Indeed, as our opinion poll pinpointed only 21% of the people do know that the brand exists. Moreover only 8% of the people recognized the brand logo and 59% did not really like it. Therefore it's hard to create a favorable attitude toward the brand and receptiveness to the message. The accessibility of the shops reinforces the brand awareness. Accessibility is how easy it is or how easy it seems to be, for customers to interact with and to purchase the brand.In the case of Awaken this component of the brand equity is well done since the number of point of sales correspond to such a product ‘E: one or two maximum in each principle market. This kind of strategy with a very exclusive distribution channel is very efficient especially in the luxury business. However the flags ships are a b it less luxurious and with less mantra than the other brands. For all those reasons, even if the accessibility is a drawback and could be improved. The last source of brand equity is the brand association. Brand association is relative to past experience between the customer and the brand.Product use and advertisement are the basis of this concept. As Awaken is not wildly spread in Singapore and does not do any advertisement, the costumer cannot easily associate the brand to anything. According to our opinion poll, it's clear that a large majority (79%) of the costumers does not have any mental association for this brand since they don't know the brand. For those that know the brand (21%) the mental map is as follow: As we can see on the mental map ( appendices B) all the associations that are made with the brand are very material and none is related to brand universe, Which is a basic feature in the luxury market.Now lets consider the uniqueness of the selling proposition that is à ¢â‚¬  fashionable, handmade and high quality crocodile product that last for life†. This positioning is quiet unique and in one hand can be a compelling reason to buy product from the brand but in the other hand in this market it's debatable whether this proposition is efficient. Indeed, the kind of costumer that buy products for the quality are not focus on fashion and are more likely to appreciate very classic model with a style that will last over the years.Last but not least the colors are too flashy for such a proposition ii a 30 years old woman can appreciate a pink purse but will it be ten same when seen Is pyramid of Awaken. Considering all tense International we can Dull As it appears on the pyramid some part of the pyramid are missing. Therefore we can conclude that the brand has not built a brand image yet. In Singapore their target market is very narrow. Indeed they target people with high incomes that are only looking for quality and don't care about consideratio ns such as: the image that is shown by the product.In Singapore people buy product to be part of a group and the rich people group like to buy European brands. Therefore the target market is very narrow. Recommendations Awakener's marketing strategy is not efficient. Gingersnap's market is a particularly one, as we pointed out in our first part. We do really think that Awaken should first redefine the target. The target is not clear, so the positioning does not match with the target expectations. So the positioning should be created for this specific target. Now, the positioning is focus on the product characteristics.But in a luxury market customers are less likely to buy a product for rational reasons (product's characteristics) than irrational ones (brand universe). So the key points on which Awaken should work salience, imagery, feelings and resonance, that is to say the missing points of the CUBE pyramid. Nowadays Awaken focus only on the product and the quality, they should de velop their brand. The brand is not valuable in Singapore. They do really have to work on the brand equity. The salience can be improved by the communications. As we mentioned Awaken do not use the media and either did not do any advertisements.So our recommendations to fix that would be to launch a communication campaign into specialized Medias, such as fashion magazines (Vogue, Ell†¦ ). We could also imagine exposing Awaken handbags in window-store in luxury hotel halls The biggest obstacle concerning the imagery is that Awaken is not seen as an international luxury brand. As explained before Singapore are more willing to buy global brands products instead of local rand's especially in the luxury market. Awaken cannot hide its Singapore origin, but the can make the customers forget about it.For instance they should hire western models instead of Asian ones and do brand endorsement with international stars which are particularly famous in Singapore. It will also show that the brand is well- known abroad. According to our opinion poll Awaken has no dominant â€Å"feeling†. They should develop the image of the brand so that they would be able to make the customer have specific feelings when they buy a handbag. The main feelings that must be developed are the social approval feeling that is common to almost all luxury brand and the security feeling to differentiate itself from its competitors.For instance they could associate themselves with a very famous international luxury watch company (as Jaeger Lecture or Role) to make crocodile skin bracelet. Consumer will associate the feelings of security and social approval of the watch brand with Awaken. And it will increase the international image of Awaken. The last feeling that Awaken should work on is the resonance. They should work on the brand universe to increase customer loyalty. Entering Into a Awaken snoop NAS to De a unlike experience. I nee should increase their shop standards.

Curriculum Implementation Plan

This curriculum plan is meant to provide meaningful learning experiences to K-5 students of Bronx Studio School. As a matter of fact, it is based on the state of New York educational standards, but most importantly it is tailored to the unique academic needs of the school community who apparently happen to be in a high-needs situation. The young students, K-5 have been observed to be experiencing great challenges in coping with learning demands in their respect grades. Basically, Bronx Studio School is currently considered a high-need school, a title it earned starting from a few years ago.The root cause of this curriculum mess has been the prevailing culture of aloofness among the school’s key stakeholders that ostensibly has gradually grown over the recent years. Precisely, the school management whose one of the key responsibilities is to ensure that all the key stakeholders are actively engaged in all the school matters has terribly been failing in this key area over the ye ars. As a result there has been an evidential rift between the members of the teaching staff and the parents’ body for a period not less than two years in a row.As a matter of fact, the school leadership under the former principal was somehow lax in getting the parents informed in good time about the school plans and programs and hence it became a problem in getting them to support such programs whether financially or morally. For that reason, a lax culture was built among the parents fraternity. Again, the relationship between the entire teaching staff and the school principal was also on a frosty situation, the principal seemed aloof with their concerns making them feel as if they were on two parallel programs.Furthermore, this lack of concern on the welfare and competencies of the teaching staff culminated into a state of professional limbo where teachers stopped attending in-service as well as refresher courses as recommended by the state board of education (Wagner and Ke egan, 2005). Ultimately, it was very hard to address the real issues pertaining to the smooth discharge of meaningful instructions experiences to the young and needy students.Overall, the implementation of the curriculum became a problem as most of the times the students inherent needs and interest were barely addressed making them to grow apprehensive and frustrated by this apparent aloofness. In fact, it was by sheer luck that the school managed to survive the set state educational standards though it terribly failed to meet them on a number of occasions prompting the education board to put it on a high-needs alert in bid to get the mess sorted (Wiggins and McTighe, 2005).Even so, at the moment the major stakeholders seem to have realized their shortcomings and have now expressed their concern to working together as a team at least to turnaround this looming academic quagmire. The parents for instance are willing to work with the new school principal and the newly elected school c ommittee to identify the root causes of the whole mess so that it can be fixed permanently. Apparently one key issue that has been identified as being in a state of despair is the school curriculum.Key players’ have indicated changing the existing curriculum would help address mess while not seeming to directly to lay the blame on any member of the school community on what they did or even failed to do in the past. As such, the core props for this new curriculum plan will be made of the strong desire discard the old and seemingly retrogressive school culture and in its place put other strong ones built around purposive and integrative efforts from all the stakeholders (Wiggins and McTighe, 31). Nature of the CurriculumThis curriculum acknowledges the uniqueness inherent in every student and it encompasses all the evidential and unique experiences practiced in other better performing elementary schools within the district. For instance the curriculum recognizes that young and growing children are normally inquisitive, quiet, confident, self-determined, weak, easily distracted, etc. (Wiggins and McTighe, 2007). As such, it endeavors to address this sensitive aspect of the learners by putting in place staggered instructional experiences that suit every age group and every grade.Tasks are drawn clearly to ensure that the teachers do not deviate from its general and basic idea while addressing all the unique aspects, the weak dropped and the strong ones encouraged. In a nutshell, this new curriculum emphasizes on the holistic development of the unique but worthwhile characters of the learners to ensure that they grow and develop in a supportive, healthy, and safe environment (Follari, 2010). Furthermore, the curriculum recognizes that for children to succeed in school they must be exposed to a wide range of meaningful learning experiences.In respect to this it seeks to create all-round environments that allows for the development of physical, emotional, soci al, spiritual as well as cognitive structures of the growing learners. In a nutshell, the curriculum aims at developing all the aspects of the students’ bodies and brains, taking great care to also nurture their delicate souls that are very crucial in determining their future perception of the whole learning process. Conclusively, the curriculum will successfully improve the overall students’ performance and lift the school from a high-needs category to a performing one.After all, it seeks to gradually engage the students in critical content areas as well as in key language areas. Moreover, it will endeavor to create purposive learning and development activities capable of utilizing and nurturing the rapidly growing students unique and varied capacities. As such, learning will be aligned to such variances and through the utilization of learning areas and other teaching and learning aids (Oldfield, 2001; Pugh and Duffy, 2020).Students especially those with learning diff iculties will benefit much from this curriculum given that it is founded on the basis of the staggered child development stages. As a matter of fact, one of its key facets is that it acknowledges that students tend to behave different differently in different stages of their growth and development, as such teaching and learning should be aligned to suit those behavioral and developmental needs (Follari, 2010). To achieve this, it will partake of holistic and regular appraisal by the teachers and parents alike on the young learners.This will be done for individual learners, in groups and also in the presence of role models such as teachers and parents so as to determine their inherent needs and achievements as individuals and as members of social groups. Moreover, the curriculum also advocates for kind of learning where the learners respect one another as unique beings, with the respect extended to teachers, parents, as well as other members of the school curriculum. Such respect whe n reciprocated will go a long way in achieving success at school as the community level (Oldfield, 2001).That the curriculum will involve high degrees of involvement makes the achievement of such respect an easy endeavor. It wild involve a key figure such as a teacher, or even parents to ensure control as well as to offer support to the learners. To this end the curriculum plans to use parents as they are the most recommended as the have been noted to command huge respect from their own children. He offers that in bid to enhance respect the teacher should be guided by the learners and should not force adult values on the young learners (Renchler, 3-4).This curriculum is guided by the humble notion that learners have got different talents and that every learner needs to be treated in their own unique way so as to nurture and develop these inherent and unique talents. Briefly stated, the core pillars of this curriculum are; to assist the growing students to achieve the five most impor tant feats of being safe, healthy, being happy and successful, and developing social skills to relate with others well and attaining their optimum academic performance (Wiggins and McTighe, 27-29).To achieve these seemingly high targets the curriculum uses a set of tested and achievable benchmarks capable of bringing out the expected developmental and academic outcomes. It also seeks to create friendly environments that are home to everyone irrespective of their racial, gender, nationality, and disabilities (Oldfield, 2001). It also seeks to provide meaningful foundations that the students can use to create avenues for future academic achievements. This is enhanced through a systematic procedure that offers learners clear exit paths from one grade to another.Moreover, that the curriculum provides avenues for new and anticipated collaborations with stakeholders to improve the quality and purpose during the implementation process guarantees a higher probability of succeeding. Furtherm ore, the growing students are guaranteed of future success in their academic pursuits by the integrative provisions of the curriculum (Pugh and Duffy, 2020). Overall, the curriculum is not so challenging as to frustrate the growing students, yet it is not so easy as to hold back students desire to achieve more.In a nutshell, it promotes a typical ‘hands-on’ type of learning whereby the learners as well as the teachers use their hearts and brains in equal measures as they indulge in passionate classroom and outside-classroom activities (Wiggins and McTighe, 67). Curriculum Reflection the School Mission The strength of this new curriculum lies on the fact that it adheres to the revised school mission statement and visions. As a matter of fact, the revised school mission statement recognizes that children are unique and they tend to learn at different paces.As such, it revolves creation of meaningful learning experiences within and outside classroom situations and it endea vors to achieve so by creating integrative environments that brings on board as many stakeholders as possible. Most importantly, given that the underlying concept of this new curriculum is motivation of the learners so as to develop positive habits toward learners it can be argued that this curriculum reflects the inherent needs of the Bronx studio school young children and the Bronx community at large.Furthermore, that it seeks to integrate all the stakeholders, parents, students, community, experts, teachers, the local government, as well as donors the curriculum will most likely in the education of the young children in the neighborhood, it is anticipated that it will be very easy to engage the parents and other stakeholders alike in its implementation (Renchler, 3). Furthermore, it seeks to inculcate a positive culture that is built around quality learning experiences that embraces motivation of the individual learners.The paper recognizes on the need to develop new and rich tea ching and learning methods that can be easily tested to determine their efficiency. Furthermore it delves on sound teacher-learner experiences that seek to arouse and shape students proclivity in during their class interactions with their teachers and with fellow students. Overall, this curriculum main aims is to â€Å"turn the [school] mission statement into specific† (Wiggins and McTighe, 55). Curriculum ResourcesBasing on the fact that this curriculum will be integrative in nature with motivation as its key facet, it will require intensive methods and materials for maximum implementation. To this end it will require new books as well regular seminars for teacher. Even so, only a few new books will need to be acquired afresh as most old books which has been revised and modified will still be utilized. Since the curriculum is new it will need a lot regular appraisal and evaluation to determine its ability to meet the prevailing challenges facing the school, as such it will b e necessary to have as many teachers working on it regularly.This will require that the school leadership together with the representatives from the parents body to come up with a budget of the tune of about $100,000 which will be used in the overall acquisition of the materials and recruitment of new and committed teaching staff. Other school facilities such as, desks, tables, new classes, playing areas, etc. will need to be acquired or even modified incase of the existing one. This is necessary as the new curriculum is built on the provision of new learning and teaching experiences that can enliven classroom atmospheres and provoke the learners into thinking creatively.Additionally, learning areas such, class interest arousing corners, nature corners, as well as other learner engaging areas within the classroom or within the school compound will need to be procured. Evaluation of the Curriculum In order to ensure efficiency, this curriculum will be subjected to a rigorous evaluati on and assessment procedure that will involve many approaches. Precisely, it will be subjected to both formative and summative e evaluation methods with the view of identifying its both short and long term impacts to the school needs and mission statement.The evaluation will start from as early as during the developmental stages where the existing materials will be appraised and their worth determined in regards to their capability to providing the teaching and learning experiences that the new curriculum plans to engage. The existing materials that survives the cut will then be subjected to a revision to given them a new facelift in preparation for the rigorous work that they will be expected to serve. Upon the testing and revision of the materials the curriculum will be now ready for the next stage which will be the piloting stage.Here it will be tried practically implemented in various grades, with close scrutiny and monitoring coming from the curriculum development committee, me mbers of the school teaching staff together with a few selected parents’ representatives. Other willing stakeholders will equally be involved in the process so as to accommodate as many views as possible. The views as well as the results of the pilot stage will be subjected to a full review by the development committee where necessary adjustments will be carried out in respect to the responses given during the piloting phase (Wiggins and McTighe, 29-30).Afterwards the curriculum will be formalized ready for the final summative evaluation which will involve the overall effectiveness of the curriculum in light of challenges such as availability and use of key curriculum materials as well as its interactivity with the teachers as well as its effect to other existing curricula with the school district or even within the state. Moreover, efforts will also be made to incorporate the professional views of the renowned curriculum researchers who will be required to carry out snap res earch studies in view of indentifying the overall impacts of the curriculum in the local learners’ academic pursuits.Lastly, the regular assessment methods for the curriculum once it has been launched will be identified and with view of putting them on board to enhance the ease with which the overall curriculum will be tested (Ministry of Education and Training, 24). Why the Community Should Invest in the Curriculum The main reason as to why the school community need to support this new curriculum is the apparent causes of the existing academic failure among the students.It is apparent that the school has been experiencing problems related to the overall academic performance in the last two years due to poor relationships between the parents and the school and between the teachers and the school leadership. Consequently, these two main reasons have given impetus to about a dozen of other problems which have compounded the issue. Luckily, despite these recurring poor results t he school community has shown concerns of working together to sort out the mess. As a matter of fact, the development of this new curriculum was prompted by the parents’ body and given the impetus by the school teaching staff.As such, there is every reason to believe that the school community will be willing to support it financially and morally. The fact that it needs a huge amount of money for its development and implementation means that its success will be wholly dependent on the community support. Even so, that it seeks to change an ineffective curriculum makes it more appealing to the school community. After all the community has a got a reason to invest in the new curriculum given its numerous benefits in enhancing the creation of new avenues for renewed collaborative efforts between the school and the large school community.Moreover, the new curriculum was created in constant consultation with the parents and the larger school community where efforts were made to ensu re that their opinions are given audience in order to enhance a sense of responsiveness on their part, something that is terribly missing in the existing curriculum. Lastly, its learning by doing strategy will seek to create the elusive motivation among the students and ultimately it will enhance their confidence and interest to â€Å"learn to love learning for learning’s sake† (Renchler, 3).Work Cited Follari, L. M. Foundations and best practices in early childhood education: History, theories and approaches. Prentice Hall. 2010. Kelly, A. The curriculum: Theory and practice (6th ed. ). 2009. Ministry of Education and Training. Choices into Action: Guidance and career education program policy for Ontario elementary and secondary schools. 1999. [Web] retrieved from; http://www. edu. gov. on. ca. / 2 May, 2010. Oldfield, L. Free to learn: Introducing Steiner Waldorf Early Childhood Education. Hawthorn Books. 2001 Pugh, G.and Duffy, B. (eds. ). Contemporary issues in the early years. 5th Ed. Sage Publications. 2010. Renchler, Ron. Student motivation, school culture, and academic achievement: What school leaders can do? ERIC Clearing House on Educational Management. 1992. Wagner, Tony and Keegan, Robert. Change leadership-a practical guide to transforming our schools. Jossey-Bass. 2005 Wiggins, Grants and McTighe, Jay. Schooling by design-mission, action, and achievement. ASCD. 2007. Wiggins, Grants and McTighe, Jay. Understanding by design. ASCD. 2005.