African Americans in Contemporary Media Landscape Article

African Americans in Contemporary Media Landscape - Article Example Throughout the years, numerous individuals who moved to America from different nations and mainlands in quest for different objectives are likewise viewed as African Americans. African Americans are regularly connected with dark skin and Africa. For quite a while throughout the entire existence of America, African Americans were viewed as second rate compared to their white partners and, along these lines, endured the results of racial isolation. Besides, the Black Americans, as they are once in a while alluded to, have significantly been related with destitution, drugs, brutality, ghettos, and wrongdoing. African Americans have been dependent upon a great deal of generalizations since the times of subjection. As a minority bunch in the U.S., they have for the most part been related with negative angles, conduct or ways of life even as their white partners are regularly connected with a great deal of good. In numerous TV programs, African Americans consistently take minor jobs or take on a supporting role to the principle entertainers. Likewise, as far as portrayal, they are consistently less in number in the TV programs in which they are highlighted. Generalizations might be certain, nonpartisan or negative. As a rule, the African American is constantly portrayed as being servile, stupid, slow-witted, crude, sedate addicts, poor, forceful, criminal, overweight (for females), sluggish, athletic, skilled to make music, and strict as supported by the M3 Foundation (n.d.). This rundown of generalizations is all negative aside from athletic and melodic blessing generalizations. Now and aga in, African Americans are likewise delineated as having no employments disregarding their training which drives them to stay poor. These delineations of the African American in TV programs and movies for the most part serve to strengthen the negative perspectives that whites have towards the Black Americans. African American Stereotypes as Presented on Contemporary TV Programs In Bravo's Top Chef, one generalization that is appointed to the African American is hostility. In the second period of the show, one of the characters in the TV program is an African American male called Cliff. At the same time, Cliff is portrayed as a skilled chef.â

Creating Positive School Experiences for Teens with Disabilities

All men are made similarly. Having incapacities doesn't establish having various rights. In any case, this isn't generally the situation. In the article entitled, Creating Positive School Experiences for Teens with Disabilities, the encounters in school of understudies with incapacities is handled and what positive activities should and should be possible so as to give these teenagers the legitimate treatment they merit. The topic of the article is to underline the significance of equity and solidarity in spite of the distinctions in abilities. It is an article that ought to be profoundly considered by understudies with inabilities, instructors and school guides engaged with programs for the prosperity all things considered, and different understudies who have direct experience with individual classmates that have handicaps. Understudies with inabilities regularly face separation and difficulties in view of the biasness individuals have towards them. Thus, they could without much of a stretch disguise contrary perspectives, influencing their conduct towards others. The article instructs individuals, particularly instructors and advocates, to help by making programs that would urge individuals to help in giving a positive situation to understudies with incapacities to take part in. The article doesn't express that extraordinary medicines are what understudies with inabilities need. What is increasingly significant is that they are given equivalent possibilities and the perfect measure of regard they merit. Harassing and different types of negative biasness ought to be killed from the educational system all together for the crippled understudies to develop well in a reasonable and just network. The article concurs with the Scripture as it features giving equivalent chances and regard for all individuals, regardless of what foundation they may have. The service ought to likewise help urge school chairmen to intercede and advance positive school encounters for the handicapped. Projects that underline on regard, fairness, and comprehension ought to rule the school rules.

Environmentalists say Down with the WTO essays

Earthy people say Down with the WTO papers Earthy people say Down with the WTO Exchange is the partner of working individuals, not their foe, WTO Director-General Mike Moore told worker's organization delegates. As expectations for everyday comforts improve, so too does training, wellbeing, nature and work guidelines. That is bogus; the primary objective of the WTO, since set up in 1995 is to advance universal exchange. They couldn't care less about the exchange off of a sheltered situation. Their fundamental concern is thriving economies regardless of ecological conditions exacerbating. Such activities stress tree huggers who contend the WTO favors the development of exchange over open wellbeing. People not benefits should be WTO's top need. We are endeavoring to get over the significance of natural security over unhindered commerce. Us hippies need them to tune in and make a move to guarantee the wellbeing of individuals and the earth. Naturalist met in Seattle to calmly pass on our wellbeing concerns. We need the WTO to comprehend that we are not against the universal association, we just need to be guaranteed that nature won't be undermined with the expectation of complimentary exchange. Daniel Seligman of the Sierra Club said it's not exchange and the globalized economy that upsets preservationists, however the way that World Trade Organization rules work to advance exchange. Their fundamental concern ought to be to implement and control wellbeing of individuals and the earth in the accompanying zones: clean water, clean air, thriving woodlands, normally developed (natural) vegetable, solid creatures without infusions, and no perspiration shops. The WTO needs to permit nations to boycott nations send out as a result of perilous condition rehearses. The WTO means to wipe out what they are calling non-levy exchange hindrances, Seligman told CNN. Furthermore, a great deal of those exchange boundaries are in reality hard-won ecological and sanitation insurances. According to ABC news on the web, Nations have just proposed another 150 things they need arranged, includi... <!

Focuses of school based instructional supervision

Focal points of school based instructional management A further sub-issue in the examination was to investigate members observations about the focal points of school-based instructional management. This area reports the discoveries with respect to the focal points of school-put together instructional management based with respect to survey and meeting information. Poll Findings Twenty-two explanations depicting the focal points of instructional management were recorded in every survey instrument (Appendices An and B). The announcements tended to the accompanying significant angles in regards to instructional oversight centers: (an) association of exercises, (b) topic, (c) students scholarly turn of events, (d) school educational program, (e) exercise plan, (f) understudies singular request, (g) showing guides, (h) course targets, (I) instructors character, (j) students character improvement, (k) understudies progress records, (k) records of work secured, (1) educators dress and appearance, (m) students awareness of other's expectations, (n) instructional course, (o) instructors addressing style, (p) study hall the board, (q) extracurricular exercises, (r) understudies execution in national assessments, (s) instructor self-assessment, and (t) educator student relationship. For insights concerning explicit proclamations with respect to management centers, see Appendixes An and B. The respondents were mentioned to demonstrate their current and favored degree of assessment of every perspective by settling on decisions from given options running from 1 (never inspected) to 5 (much of the time analyzed). The rate and recurrence dispersions just as mean scores and standard deviations were resolved for each of the core interests. The discoveries on educators impression of the focal points of school-based instructional oversight are introduced in this area as far as existing and normally liked recurrence of assessment of the core interests. I have included just the centers that positioned most noteworthy and least as far as recurrence of assessment as saw by educators. Instructors impression of the recurrence of assessment of existing and favored focal points of school-based instructional oversight were investigated (Appendix D, Table 3.1). The centers have been positioned from most elevated to least recurrence of assessment dependent on mean reactions for existing and favored focal points of school-based instructional oversight (see Table 3.2). The information gathered propose that accessibility of appropriately sorted out students progress records positioned first in quite a while of existing recurrence of assessment, educators worry with understudies execution in national assessments positioned second, and accessibility of exceptional pitifully record of work secured positioned third (Appendix D, Table 3.2). At the other outrageous, three centers positioned most reduced as far as existing recurrence of assessment: educators dress and appearance, instructors utilization of showing helps, and the way where the instructor poses inquiries in the cla ss (Appendix D, Table 3.2). As far as favored recurrence of assessment, the center that positioned first was instructors worry with students execution in national assessments, trailed by accessibility of appropriately composed understudies progress records, and, at long last, accessibility of forward-thinking week after week record of work secured (Appendix D, Table 3.2). The centers that positioned most minimal as far as favored recurrence of assessment included readiness of a fitting exercise plan, the way where the educator poses inquiries in the class, and instructors dress and appearance (Appendix D, Table 3.2). In view of t-test investigations, there were critical contrasts at the 0.001 level between educators impression of the recurrence of assessment of existing and favored focal points of school-based instructional oversight. When all is said in done, instructors favored that the focal points of school-based instructional management introduced in this investigation be analyzed more much of the time tha n was as of now being finished. Meeting Findings Meetings with instructors, headteachers, and training officials demonstrated five significant topics comparative with focal points of school-based instructional oversight: (an) educational plan and guidance, (b) understudy achievement, (c) educator execution, (d) instructors antiques of educating, and (e) human relations. Educational program and Instruction Three headteachers refered to three focal points of instructional oversight that are basically worried about educational plan and guidance: (an) instructors participation to planned exercises, (b) educators support in extracurricular exercises, and (c) schedule inclusion by the instructor. One educator, in a general comment, expressed as follows: I think it is critical to keep an eye on participation of instructors to their booked exercises or to their cooperation in extracurricular exercises with students. Headteachers ought to likewise ensure that educators spread the prospectuses in great time to get ready understudies for outside tests. Understudy Success Two instructors concurred that instructional chiefs should try to discover how educators survey their understudies work. They contended that the different procedures that educators use to survey understudies progress will decide how understudies are set up for national assessments. As one instructor commented, It would be useful to realize educators evaluate their understudies scholarly work since this is significant for understudies accomplishment in the national assessments. Instructor Performance Another region in regards to the focal points of school-based instructional oversight refered to by four interviewees was worried about instructor execution in the study hall. These members concurred that, to encourage educating and learning, the educators level of readiness and general adequacy in instructing ought to be the major focal points of the oversight of guidance. As one training official remarked, The best activity is for administrators to address zones like viability of their homeroom instructors and how they are set up to educate. Educators Artifacts of Teaching One headteacher saw that educators showing antiquities, for example, assessment and test papers, ought to be tended to during oversight process. This headteacher commented, Instructional directors should check the nature of assessment and test papers set by educators in light of the fact that these are significant instructing devices that would shape understudies achievement in the last assessments. Do they set top notch papers which can advance learning? Human Relations A last territory identifying with focal points of instructional oversight referenced by certain interviewees was worried about human relations. One training official noticed that how instructors associate with understudies ought to be considered in the acts of instructional oversight and that the educator student relationship ought to be a significant focal point of instructional management. Another instruction official remarked, When you are overseeing an educator, for instance in the homeroom, you should take a gander at how the instructor collaborates with understudies. This association is significant in light of the fact that it will influence learning. When all is said in done, the focal points of school-based instructional oversight refered to by interviewees agree with high-positioning centers comparative with the current and favored degree of assessment by the instructor from the poll information. Combination and Discussion of School-based instructional management Focuses The discoveries identifying with educators view of existing and favored recurrence of assessment of the focal points of school-based instructional oversight uncovered by survey information show that three centers got the most noteworthy positioning in both existing and favored recurrence of assessment: (an) accessibility of appropriately sorted out understudies progress records, (b) accessibility of state-of-the-art week after week record of work secured, and (c) instructors worry with students execution in national assessments. Additionally, one center the way where the instructor poses inquiries in the class-got the most reduced positioning in both existing and favored recurrence of assessment as saw by educators. The discoveries from the meeting information uncovered the accompanying focal points of school-based instructional management: (an) instructors participation to planned classes, (b) educators readiness, (e) instructors techniques for evaluation of understudies scholastic advancement, (f) nature of test papers set by the instructor, (g) prospectus inclusion by the educator, (h) instructors support in extracurricular exercises, and (I) educator student relationship. Pointers of Teacher Preparation The three focal points of school-based instructional management that got the most elevated positioning as far as existing and normally liked recurrence of assessment by the headteacher-accessibility of appropriately composed understudies records, accessibility of state-of-the-art records of work secured, and educators worry with students execution in national assessments were especially intriguing in light of the fact that, in Saudi Arabia, the three centers are among the markers of instructors readiness for powerful training that the Ministry of Education anticipates that headteachers should guarantee. As clarified by Saudi Arabian Ministry of Education (1998) headteachers, as chiefs of affirmed school educational program, are relied upon to guarantee that instructors get ready complete apparatuses of work, for example, exercise plans and week by week records of work done, and check occasionally students practice books, down to earth work, assignments, and nonstop appraisal to guara ntee ordinary stamping and methodical use in managing students. Educators Concern with Pupils Performance Educators worry with students execution in national assessments is a significant part of Saudi Arabias instruction framework, which appears to put a lot of accentuation on going of assessments. As Babtain (2004) noticed, the over-burden arrangement of training forces vicious rivalry among schools, where students are pushed to chop down others in national assessments, and powers educators to be occupied lasting through the year as they battle to finish the educational plan. To encourage understudies achievement in national assessments, as substantiated by Ibrahim (2000), educators are relied upon to create and transmit wanted knowl

Since humans and chimps are similar, do you think it would be useful Essay

Since people and chimps are comparative, do you figure it is valuable to utilize chimps as substitutes for people during logical res - Essay Example For people a procedure of educated agree is utilized to guarantee that the privileges of people are not traded off, however with chimps this is obviously incomprehensible, since chimps don't have the language abilities to comprehend what is proposed, or to communicate their perspectives. In 1994 a gathering of researchers discussed the utilization of chimpanzees in AIDS research and it reasoned that the need was there, because of an absence of options, and that it was worthy to direct research, for example, giving infusions and gathering blood tests, inasmuch as monetary help for long haul retirement of the chimps a short time later is ensured. (Akker et al, 1994, p. 51) This adds up to an acknowledgment of very obtrusive research as an end-result of some government assistance reward later. In 2010 researchers examining genomes and human genealogy explicit (HLS) groupings of obscure capacity considered the utilization of transgenic methods with incredible gorillas (chimpanzees, orang utans, gorillas) however presumed this would make hurt the primates and that â€Å"these hurts render the lead of this exploration morally unsuitable in chimps, defending administrative boundaries between these species and all other non-human primates for transgenic research.† (Coors et al., 2010), p. 658.

How to Throw an Affordable and Great Birthday

How to Throw an Affordable and Great Birthday How to Throw a Fun and Affordable Birthday Party for Your Child! How to Throw a Fun and Affordable Birthday Party for Your Child!It’s easy to overthink throwing a kids birthday party. What if this is the moment that locks in their popularity with their friends for the rest of their school years!? Is the only way to be safe to throw the most lavish party in history?Of course not! You can throw a fantastic (but still affordable) party that your child and all of their friends will enjoy. We spoke to the experts to get you the tips you need to throw a cheap party that won’t feel cheap. So dust off your mantle, because you’re about to get a “Best Parent Ever” award!Pick a theme and stick to it.A cheap but matching outfit is always going to look better than the most expensive clothes thrown together all willy-nilly. The same principle applies to parties. A cheaper party with a strong, committed theme is going to be better than dancing horses weaving in between robot butlers. As interesting as that may sound, it’s going to lead to a lot of fr ightened horses and broken butlers. Instead, choose a theme to build the party around, like Dr. Amy Cooper Hakim  did. Here’s what the founder of the Cooper Strategic Group told us:“It’s easy to make a nice party without breaking the bank. It’s all about balance. Simply focus on an inexpensive (yet really fun!) hobby as the theme. When my daughter, Adina, turned 10 she wanted to have a ‘girlie’ science party. We had the party at home, and she helped to plan it. She chose three science experiments that she found online. We printed out the directions and ordered enough supplies. Then, we picked up hot pink mixing bowls and glittery confetti for the tables.“On the big day, Adina was the star. She led the girls in each experiment. With a little help from some grownups on hand, we moved the party along and helped children who needed extra assistance with their experiments. We ended the party with a piñata filled with yummy candy! The girls took home their completed science experiments, as well. It was a home run! And, some of Adina’s friends even grew inspired to do their own science experiments as a result of the party.”Hanging with friends can make some of the best parties.When you think of your favorite parties you’ve gone to as an adult, how many were out at a big fancy event? Maybe you’re a social butterfly, but some of the best nights can happen just  hanging with a few close friends, and the same can be true for kids. That’s what Jennifer Bright Reich, publisher of the Mommy MD Guides, told us: “I’m a single mom of 11- and 10-year-old sons. We’ve been to plenty of pricey parties at party places, such as trampoline parks. My boys prefer to have simple playdates and sleepovers with close school friends instead.”“The cost is lowâ€"not much more than a regular sleepover,” Reich told us, before getting to the menu. “I usually buy pizza and some snacks and a cake. The next morning, we often all walk to Dunkin Donuts down the block and I treat the kids to donuts.”And Reich doesn’t let the kids leave empty-handed: “We put together generous, but low cost,   party favor bags, containing maybe a Pokemon card pack, small bouncy ball, and another small treat. I probably spend less than $100!”Leah Klein, of the Leah’s Life blog, shared her experience creating fun parties at home:“We are all about saving on birthday parties. There are a few ways to do so that make the party better too. One is to keep the numbers down. Sometimes a party with a few good friends is a lot more fun than one with the entire neighborhood. When we do have a large party. We have it outside and get a bouncy castle to put in the driveway. If you can pick up and drop off the bouncy castle yourself that will save on delivery fees. Set up some art supplies at a little table and a rug with some toys and its a party. Often parents go crazy for things that are just showy. The kids just want to play and have fun.“For older children, we get creative. My daughter has had a chef come and cook with her friends. A sleepover with some good food and a movie is all the older kids really need. Instead of catering a party or renting a party room, taking the kids to a diner or inexpensive restaurant can be just as fun especially if they have their own table to sit at and the chaperoning parents sit separately.”Klein wrote about one sleepover scavenger hunt party she threw here.Shop smarter, not… harder. Like with so much else in life, an affordable party comes down to your shopping abilities. Spend your money in the right places and you won’t have to spend as much of it.Randy Fuhrman, who has decades of experience putting together parties through Randy Fuhrman Events, gave us his tips for party shopping smart:“Being a great shopper is the way to get your money to stretch and not look shabby. I have been using the 99 Cent Only Store, The Dollar King, and The Dollar Store for years. You have to really go up and dow n the aisle as there are treasures  to find in every aisle you just have to keep your eyes OPEN.“I have found The Dollar King Store seems to be the best as they have everything in color order and have an amazing holiday section where you can find incredible things. They also have a BIG birthday section with balloons and favors for the kids.“It is about being creative and thinking outside the box. Using Ralphs Bakery or your local stores bakery rather than going to a regular bakery will save you money. The grocery bakery departments now do specialty cakes for half the price of getting it done at a regular bakery.“Being organized saves time and money so have a list of what you are looking for with the design and decor and what your menu will be. Let your fingers do the walking before you do the driving to make sure where you are going to buy what you need has what you want.“If you are doing all the food yourself, a fun thing to do that does not cost a fortune is call your loc al bakery and see if they will do colored or swirl breads for you if you are making sandwiches which is a great way to pull your color and make a wow factor without spending a lot. The kids love this (I find that Jewish bakeries are normally the ones I can find to do this).“Online you can find incredible things that are being discounted and great deals without having to even leave your home. Just type in what you are looking for and see the treasures that will show up.Follow these tips and youll throw your kids a truly epic a birthday party for the ages without an epic price tag to match!Visit OppLoans on YouTube | Facebook | Twitter | LinkedINContributorsRandy Fuhrman (@RandyFurhman) threw his first party for 500 guests at the age of 17. A few months, later he landed his first BIG event and first corporate client, AM Records. Forty-five years later, a true entrepreneur, Randy Fuhrman has produced everything from an intimate dinner for two to events for thousands for some of the b iggest names in Hollywood.Amy Cooper Hakim, Ph.D. (@AmyCooperHakim) is an industrial-organizational psychology practitioner and workplace expert. She is a speaker, author, and the executive consultant and founder of The Cooper Strategic Group. Her book, Working with Difficult People, provides clear strategies to effectively handle the ten types of difficult bosses, colleagues, and subordinates. The book recently hit #1 in sales at Amazon for Business Etiquette books and was highlighted in Parade Magazine. Dr. Hakim has been featured in numerous publications and has  also been a guest on the KRTH Morning Show, Think KERA Radio, the WBEZ Morning Shift, the Boca Voice, and Business Radio on Sirius XM.Leah Klein (@bffoodie) raises two kids in Cambridge, MA. She is a former 1st-grade teacher and is all about mixing the frugal with the luxurious. She writes the blog Leahs Life: Pearls Oysters (Leahslife.com).Jennifer Bright Reich  (@MommyMDGuides) is cofounder and editorial director of   Momosa Publishing LLC, publisher of the Mommy MD Guides books, featuring tips that doctors who are also mothers use for their own familiesâ€"and more, in Allentown, PA.

2012 Plan Performance Rankings Q1

Each quarter Savingforcollege.com analyzes the investment performance figures for thousands of 529 portfolios and ranks the 529 savings plans from best to worst for one-year investment performance, three-year investment performance and five-year investment performance. The top-performing 529 plans In producing our rankings, we compared the reported investment performance of a subset of portfolios from each 529 savings plan. The lower the "percentile," the better the ranking. For more details on our methodology. Here are our 529 performance rankings as of March 31, 2012. We ranked plans that consumers can enroll in directly (see below), as well as those sold through brokers). One-year performance ranking Rank State Plan Percentile 1 New York New York's 529 College Savings Program -- Direct Plan 23.61 2 Pennsylvania Pennsylvania 529 Investment Plan 25.08 3 Utah Utah Educational Savings Plan (UESP) Trust 26.11 4 Michigan Michigan Education Savings Program 27.14 5 Illinois Bright Start College Savings Program -- Direct-sold Plan 29.10 6 Iowa College Savings Iowa 30.22 7 Vermont Vermont Higher Education Investment Plan 31.46 8 New Mexico The Education Plan's College Savings Program (Direct-sold) 31.49 9 Oklahoma Oklahoma College Savings Plan 32.38 10 Georgia Path2College 529 Plan 32.86 See the full list of one-year direct-sold rankings. Three-year performance ranking Rank State Plan Percentile 1 Alaska T. Rowe Price College Savings Plan 19.99 2 Alaska University of Alaska College Savings Plan 22.58 3 Maryland College Savings Plans of Maryland -- College Investment Plan 24.30 4 Maine NextGen College Investing Plan -- Client Direct Series 28.25 5 Virginia Virginia Education Savings Trust (VEST) 40.69 6 Michigan Michigan Education Savings Program 42.29 7 New York New York's 529 College Savings Program -- Direct Plan 42.47 8 District of Columbia DC 529 College Savings Program (Direct-sold) 43.21 9 Utah Utah Educational Savings Plan (UESP) Trust 44.07 10 Rhode Island CollegeBoundfund (Direct-sold, Alternative RI) 45.26 See the full list of three-year direct-sold rankings. Five-year performance ranking Rank State Plan Percentile 1 Utah Utah Educational Savings Plan (UESP) Trust 29.67 2 Kansas Schwab 529 College Savings Plan 31.82 3 Pennsylvania Pennsylvania 529 Investment Plan 32.05 4 New York New York's 529 College Savings Program -- Direct Plan 32.08 5 Wisconsin EdVest (Direct-sold) 34.82 6 Ohio Ohio CollegeAdvantage 529 Savings Plan 34.95 7 Nevada The Vanguard 529 Savings Plan 36.42 8 Alaska University of Alaska College Savings Plan 37.36 9 Michigan Michigan Education Savings Program 37.57 10 Iowa College Savings Iowa 38.98 See the full list of five-year direct-sold rankings. For broker-sold plan rankings. How to rank 529 plan performance Ranking over 3,000 investment options is no easy task, considering the wide variety of options found in 529 savings plans, and it requires a special methodology. Step one: We select specific portfolios from each 529 plan that can be compared on an apples-to-apples basis to portfolios in other 529 plans, based on their allocation among stocks, bonds and short-term instruments (money market and guaranteed investments). We've set up seven different asset-allocation categories ranging from 100 percent equity to 100 percent short-term. Step two: Within each of the seven categories, we compare historical performance of the selected portfolios and assign each plan a percentile ranking between one (best) and 100 (worst). Separate rankings are developed for one-year, three-year and five-year performances. Step three: We take the average of each 529 plan's percentile rankings in the seven asset-allocation categories to produce a combined or "composite" percentile ranking. We then produce reports showing how the 529 plans rank against each other in their composite percentile rankings. Note: We currently produce these composite rankings for one-year, three-year and five-year performances. For a more in-depth explanation of our methodology, please read our white paper. See the one-year direct-sold, three-year direct-sold and five-year direct-sold rankings. More information Links to our full report on the composite rankings for this quarter are provided below for the direct-sold 529 plans. Only our Premium subscribers have access to composite rankings for advisor-sold 529 plans, to the underlying data supporting the rankings and to separate one-year, three-year and five-year rankings for each of the seven different asset-allocation categories. In addition, subscribers can easily look up the historical performance for every 529 portfolio in every available share class by using our Fee and Performance Lookup Tool. Each quarter Savingforcollege.com analyzes the investment performance figures for thousands of 529 portfolios and ranks the 529 savings plans from best to worst for one-year investment performance, three-year investment performance and five-year investment performance. The top-performing 529 plans In producing our rankings, we compared the reported investment performance of a subset of portfolios from each 529 savings plan. The lower the "percentile," the better the ranking. For more details on our methodology. Here are our 529 performance rankings as of March 31, 2012. We ranked plans that consumers can enroll in directly (see below), as well as those sold through brokers). One-year performance ranking Rank State Plan Percentile 1 New York New York's 529 College Savings Program -- Direct Plan 23.61 2 Pennsylvania Pennsylvania 529 Investment Plan 25.08 3 Utah Utah Educational Savings Plan (UESP) Trust 26.11 4 Michigan Michigan Education Savings Program 27.14 5 Illinois Bright Start College Savings Program -- Direct-sold Plan 29.10 6 Iowa College Savings Iowa 30.22 7 Vermont Vermont Higher Education Investment Plan 31.46 8 New Mexico The Education Plan's College Savings Program (Direct-sold) 31.49 9 Oklahoma Oklahoma College Savings Plan 32.38 10 Georgia Path2College 529 Plan 32.86 See the full list of one-year direct-sold rankings. Three-year performance ranking Rank State Plan Percentile 1 Alaska T. Rowe Price College Savings Plan 19.99 2 Alaska University of Alaska College Savings Plan 22.58 3 Maryland College Savings Plans of Maryland -- College Investment Plan 24.30 4 Maine NextGen College Investing Plan -- Client Direct Series 28.25 5 Virginia Virginia Education Savings Trust (VEST) 40.69 6 Michigan Michigan Education Savings Program 42.29 7 New York New York's 529 College Savings Program -- Direct Plan 42.47 8 District of Columbia DC 529 College Savings Program (Direct-sold) 43.21 9 Utah Utah Educational Savings Plan (UESP) Trust 44.07 10 Rhode Island CollegeBoundfund (Direct-sold, Alternative RI) 45.26 See the full list of three-year direct-sold rankings. Five-year performance ranking Rank State Plan Percentile 1 Utah Utah Educational Savings Plan (UESP) Trust 29.67 2 Kansas Schwab 529 College Savings Plan 31.82 3 Pennsylvania Pennsylvania 529 Investment Plan 32.05 4 New York New York's 529 College Savings Program -- Direct Plan 32.08 5 Wisconsin EdVest (Direct-sold) 34.82 6 Ohio Ohio CollegeAdvantage 529 Savings Plan 34.95 7 Nevada The Vanguard 529 Savings Plan 36.42 8 Alaska University of Alaska College Savings Plan 37.36 9 Michigan Michigan Education Savings Program 37.57 10 Iowa College Savings Iowa 38.98 See the full list of five-year direct-sold rankings. For broker-sold plan rankings. How to rank 529 plan performance Ranking over 3,000 investment options is no easy task, considering the wide variety of options found in 529 savings plans, and it requires a special methodology. Step one: We select specific portfolios from each 529 plan that can be compared on an apples-to-apples basis to portfolios in other 529 plans, based on their allocation among stocks, bonds and short-term instruments (money market and guaranteed investments). We've set up seven different asset-allocation categories ranging from 100 percent equity to 100 percent short-term. Step two: Within each of the seven categories, we compare historical performance of the selected portfolios and assign each plan a percentile ranking between one (best) and 100 (worst). Separate rankings are developed for one-year, three-year and five-year performances. Step three: We take the average of each 529 plan's percentile rankings in the seven asset-allocation categories to produce a combined or "composite" percentile ranking. We then produce reports showing how the 529 plans rank against each other in their composite percentile rankings. Note: We currently produce these composite rankings for one-year, three-year and five-year performances. For a more in-depth explanation of our methodology, please read our white paper. See the one-year direct-sold, three-year direct-sold and five-year direct-sold rankings. More information Links to our full report on the composite rankings for this quarter are provided below for the direct-sold 529 plans. Only our Premium subscribers have access to composite rankings for advisor-sold 529 plans, to the underlying data supporting the rankings and to separate one-year, three-year and five-year rankings for each of the seven different asset-allocation categories. In addition, subscribers can easily look up the historical performance for every 529 portfolio in every available share class by using our Fee and Performance Lookup Tool. 2012 Plan Performance Rankings Q1 Each quarter Savingforcollege.com analyzes the investment performance figures for thousands of 529 portfolios and ranks the 529 savings plans from best to worst for one-year investment performance, three-year investment performance and five-year investment performance. The top-performing 529 plans In producing our rankings, we compared the reported investment performance of a subset of portfolios from each 529 savings plan. The lower the "percentile," the better the ranking. For more details on our methodology. Here are our 529 performance rankings as of March 31, 2012. We ranked plans that consumers can enroll in directly (see below), as well as those sold through brokers). One-year performance ranking Rank State Plan Percentile 1 New York New York's 529 College Savings Program -- Direct Plan 23.61 2 Pennsylvania Pennsylvania 529 Investment Plan 25.08 3 Utah Utah Educational Savings Plan (UESP) Trust 26.11 4 Michigan Michigan Education Savings Program 27.14 5 Illinois Bright Start College Savings Program -- Direct-sold Plan 29.10 6 Iowa College Savings Iowa 30.22 7 Vermont Vermont Higher Education Investment Plan 31.46 8 New Mexico The Education Plan's College Savings Program (Direct-sold) 31.49 9 Oklahoma Oklahoma College Savings Plan 32.38 10 Georgia Path2College 529 Plan 32.86 See the full list of one-year direct-sold rankings. Three-year performance ranking Rank State Plan Percentile 1 Alaska T. Rowe Price College Savings Plan 19.99 2 Alaska University of Alaska College Savings Plan 22.58 3 Maryland College Savings Plans of Maryland -- College Investment Plan 24.30 4 Maine NextGen College Investing Plan -- Client Direct Series 28.25 5 Virginia Virginia Education Savings Trust (VEST) 40.69 6 Michigan Michigan Education Savings Program 42.29 7 New York New York's 529 College Savings Program -- Direct Plan 42.47 8 District of Columbia DC 529 College Savings Program (Direct-sold) 43.21 9 Utah Utah Educational Savings Plan (UESP) Trust 44.07 10 Rhode Island CollegeBoundfund (Direct-sold, Alternative RI) 45.26 See the full list of three-year direct-sold rankings. Five-year performance ranking Rank State Plan Percentile 1 Utah Utah Educational Savings Plan (UESP) Trust 29.67 2 Kansas Schwab 529 College Savings Plan 31.82 3 Pennsylvania Pennsylvania 529 Investment Plan 32.05 4 New York New York's 529 College Savings Program -- Direct Plan 32.08 5 Wisconsin EdVest (Direct-sold) 34.82 6 Ohio Ohio CollegeAdvantage 529 Savings Plan 34.95 7 Nevada The Vanguard 529 Savings Plan 36.42 8 Alaska University of Alaska College Savings Plan 37.36 9 Michigan Michigan Education Savings Program 37.57 10 Iowa College Savings Iowa 38.98 See the full list of five-year direct-sold rankings. For broker-sold plan rankings. How to rank 529 plan performance Ranking over 3,000 investment options is no easy task, considering the wide variety of options found in 529 savings plans, and it requires a special methodology. Step one: We select specific portfolios from each 529 plan that can be compared on an apples-to-apples basis to portfolios in other 529 plans, based on their allocation among stocks, bonds and short-term instruments (money market and guaranteed investments). We've set up seven different asset-allocation categories ranging from 100 percent equity to 100 percent short-term. Step two: Within each of the seven categories, we compare historical performance of the selected portfolios and assign each plan a percentile ranking between one (best) and 100 (worst). Separate rankings are developed for one-year, three-year and five-year performances. Step three: We take the average of each 529 plan's percentile rankings in the seven asset-allocation categories to produce a combined or "composite" percentile ranking. We then produce reports showing how the 529 plans rank against each other in their composite percentile rankings. Note: We currently produce these composite rankings for one-year, three-year and five-year performances. For a more in-depth explanation of our methodology, please read our white paper. See the one-year direct-sold, three-year direct-sold and five-year direct-sold rankings. More information Links to our full report on the composite rankings for this quarter are provided below for the direct-sold 529 plans. Only our Premium subscribers have access to composite rankings for advisor-sold 529 plans, to the underlying data supporting the rankings and to separate one-year, three-year and five-year rankings for each of the seven different asset-allocation categories. In addition, subscribers can easily look up the historical performance for every 529 portfolio in every available share class by using our Fee and Performance Lookup Tool. Each quarter Savingforcollege.com analyzes the investment performance figures for thousands of 529 portfolios and ranks the 529 savings plans from best to worst for one-year investment performance, three-year investment performance and five-year investment performance. The top-performing 529 plans In producing our rankings, we compared the reported investment performance of a subset of portfolios from each 529 savings plan. The lower the "percentile," the better the ranking. For more details on our methodology. Here are our 529 performance rankings as of March 31, 2012. We ranked plans that consumers can enroll in directly (see below), as well as those sold through brokers). One-year performance ranking Rank State Plan Percentile 1 New York New York's 529 College Savings Program -- Direct Plan 23.61 2 Pennsylvania Pennsylvania 529 Investment Plan 25.08 3 Utah Utah Educational Savings Plan (UESP) Trust 26.11 4 Michigan Michigan Education Savings Program 27.14 5 Illinois Bright Start College Savings Program -- Direct-sold Plan 29.10 6 Iowa College Savings Iowa 30.22 7 Vermont Vermont Higher Education Investment Plan 31.46 8 New Mexico The Education Plan's College Savings Program (Direct-sold) 31.49 9 Oklahoma Oklahoma College Savings Plan 32.38 10 Georgia Path2College 529 Plan 32.86 See the full list of one-year direct-sold rankings. Three-year performance ranking Rank State Plan Percentile 1 Alaska T. Rowe Price College Savings Plan 19.99 2 Alaska University of Alaska College Savings Plan 22.58 3 Maryland College Savings Plans of Maryland -- College Investment Plan 24.30 4 Maine NextGen College Investing Plan -- Client Direct Series 28.25 5 Virginia Virginia Education Savings Trust (VEST) 40.69 6 Michigan Michigan Education Savings Program 42.29 7 New York New York's 529 College Savings Program -- Direct Plan 42.47 8 District of Columbia DC 529 College Savings Program (Direct-sold) 43.21 9 Utah Utah Educational Savings Plan (UESP) Trust 44.07 10 Rhode Island CollegeBoundfund (Direct-sold, Alternative RI) 45.26 See the full list of three-year direct-sold rankings. Five-year performance ranking Rank State Plan Percentile 1 Utah Utah Educational Savings Plan (UESP) Trust 29.67 2 Kansas Schwab 529 College Savings Plan 31.82 3 Pennsylvania Pennsylvania 529 Investment Plan 32.05 4 New York New York's 529 College Savings Program -- Direct Plan 32.08 5 Wisconsin EdVest (Direct-sold) 34.82 6 Ohio Ohio CollegeAdvantage 529 Savings Plan 34.95 7 Nevada The Vanguard 529 Savings Plan 36.42 8 Alaska University of Alaska College Savings Plan 37.36 9 Michigan Michigan Education Savings Program 37.57 10 Iowa College Savings Iowa 38.98 See the full list of five-year direct-sold rankings. For broker-sold plan rankings. How to rank 529 plan performance Ranking over 3,000 investment options is no easy task, considering the wide variety of options found in 529 savings plans, and it requires a special methodology. Step one: We select specific portfolios from each 529 plan that can be compared on an apples-to-apples basis to portfolios in other 529 plans, based on their allocation among stocks, bonds and short-term instruments (money market and guaranteed investments). We've set up seven different asset-allocation categories ranging from 100 percent equity to 100 percent short-term. Step two: Within each of the seven categories, we compare historical performance of the selected portfolios and assign each plan a percentile ranking between one (best) and 100 (worst). Separate rankings are developed for one-year, three-year and five-year performances. Step three: We take the average of each 529 plan's percentile rankings in the seven asset-allocation categories to produce a combined or "composite" percentile ranking. We then produce reports showing how the 529 plans rank against each other in their composite percentile rankings. Note: We currently produce these composite rankings for one-year, three-year and five-year performances. For a more in-depth explanation of our methodology, please read our white paper. See the one-year direct-sold, three-year direct-sold and five-year direct-sold rankings. More information Links to our full report on the composite rankings for this quarter are provided below for the direct-sold 529 plans. Only our Premium subscribers have access to composite rankings for advisor-sold 529 plans, to the underlying data supporting the rankings and to separate one-year, three-year and five-year rankings for each of the seven different asset-allocation categories. In addition, subscribers can easily look up the historical performance for every 529 portfolio in every available share class by using our Fee and Performance Lookup Tool. 2012 Plan Performance Rankings Q1 Each quarter Savingforcollege.com analyzes the investment performance figures for thousands of 529 portfolios and ranks the 529 savings plans from best to worst for one-year investment performance, three-year investment performance and five-year investment performance. The top-performing 529 plans In producing our rankings, we compared the reported investment performance of a subset of portfolios from each 529 savings plan. The lower the "percentile," the better the ranking. For more details on our methodology. Here are our 529 performance rankings as of March 31, 2012. We ranked plans that consumers can enroll in directly (see below), as well as those sold through brokers). One-year performance ranking Rank State Plan Percentile 1 New York New York's 529 College Savings Program -- Direct Plan 23.61 2 Pennsylvania Pennsylvania 529 Investment Plan 25.08 3 Utah Utah Educational Savings Plan (UESP) Trust 26.11 4 Michigan Michigan Education Savings Program 27.14 5 Illinois Bright Start College Savings Program -- Direct-sold Plan 29.10 6 Iowa College Savings Iowa 30.22 7 Vermont Vermont Higher Education Investment Plan 31.46 8 New Mexico The Education Plan's College Savings Program (Direct-sold) 31.49 9 Oklahoma Oklahoma College Savings Plan 32.38 10 Georgia Path2College 529 Plan 32.86 See the full list of one-year direct-sold rankings. Three-year performance ranking Rank State Plan Percentile 1 Alaska T. Rowe Price College Savings Plan 19.99 2 Alaska University of Alaska College Savings Plan 22.58 3 Maryland College Savings Plans of Maryland -- College Investment Plan 24.30 4 Maine NextGen College Investing Plan -- Client Direct Series 28.25 5 Virginia Virginia Education Savings Trust (VEST) 40.69 6 Michigan Michigan Education Savings Program 42.29 7 New York New York's 529 College Savings Program -- Direct Plan 42.47 8 District of Columbia DC 529 College Savings Program (Direct-sold) 43.21 9 Utah Utah Educational Savings Plan (UESP) Trust 44.07 10 Rhode Island CollegeBoundfund (Direct-sold, Alternative RI) 45.26 See the full list of three-year direct-sold rankings. Five-year performance ranking Rank State Plan Percentile 1 Utah Utah Educational Savings Plan (UESP) Trust 29.67 2 Kansas Schwab 529 College Savings Plan 31.82 3 Pennsylvania Pennsylvania 529 Investment Plan 32.05 4 New York New York's 529 College Savings Program -- Direct Plan 32.08 5 Wisconsin EdVest (Direct-sold) 34.82 6 Ohio Ohio CollegeAdvantage 529 Savings Plan 34.95 7 Nevada The Vanguard 529 Savings Plan 36.42 8 Alaska University of Alaska College Savings Plan 37.36 9 Michigan Michigan Education Savings Program 37.57 10 Iowa College Savings Iowa 38.98 See the full list of five-year direct-sold rankings. For broker-sold plan rankings. How to rank 529 plan performance Ranking over 3,000 investment options is no easy task, considering the wide variety of options found in 529 savings plans, and it requires a special methodology. Step one: We select specific portfolios from each 529 plan that can be compared on an apples-to-apples basis to portfolios in other 529 plans, based on their allocation among stocks, bonds and short-term instruments (money market and guaranteed investments). We've set up seven different asset-allocation categories ranging from 100 percent equity to 100 percent short-term. Step two: Within each of the seven categories, we compare historical performance of the selected portfolios and assign each plan a percentile ranking between one (best) and 100 (worst). Separate rankings are developed for one-year, three-year and five-year performances. Step three: We take the average of each 529 plan's percentile rankings in the seven asset-allocation categories to produce a combined or "composite" percentile ranking. We then produce reports showing how the 529 plans rank against each other in their composite percentile rankings. Note: We currently produce these composite rankings for one-year, three-year and five-year performances. For a more in-depth explanation of our methodology, please read our white paper. See the one-year direct-sold, three-year direct-sold and five-year direct-sold rankings. More information Links to our full report on the composite rankings for this quarter are provided below for the direct-sold 529 plans. Only our Premium subscribers have access to composite rankings for advisor-sold 529 plans, to the underlying data supporting the rankings and to separate one-year, three-year and five-year rankings for each of the seven different asset-allocation categories. In addition, subscribers can easily look up the historical performance for every 529 portfolio in every available share class by using our Fee and Performance Lookup Tool. Each quarter Savingforcollege.com analyzes the investment performance figures for thousands of 529 portfolios and ranks the 529 savings plans from best to worst for one-year investment performance, three-year investment performance and five-year investment performance. The top-performing 529 plans In producing our rankings, we compared the reported investment performance of a subset of portfolios from each 529 savings plan. The lower the "percentile," the better the ranking. For more details on our methodology. Here are our 529 performance rankings as of March 31, 2012. We ranked plans that consumers can enroll in directly (see below), as well as those sold through brokers). One-year performance ranking Rank State Plan Percentile 1 New York New York's 529 College Savings Program -- Direct Plan 23.61 2 Pennsylvania Pennsylvania 529 Investment Plan 25.08 3 Utah Utah Educational Savings Plan (UESP) Trust 26.11 4 Michigan Michigan Education Savings Program 27.14 5 Illinois Bright Start College Savings Program -- Direct-sold Plan 29.10 6 Iowa College Savings Iowa 30.22 7 Vermont Vermont Higher Education Investment Plan 31.46 8 New Mexico The Education Plan's College Savings Program (Direct-sold) 31.49 9 Oklahoma Oklahoma College Savings Plan 32.38 10 Georgia Path2College 529 Plan 32.86 See the full list of one-year direct-sold rankings. Three-year performance ranking Rank State Plan Percentile 1 Alaska T. Rowe Price College Savings Plan 19.99 2 Alaska University of Alaska College Savings Plan 22.58 3 Maryland College Savings Plans of Maryland -- College Investment Plan 24.30 4 Maine NextGen College Investing Plan -- Client Direct Series 28.25 5 Virginia Virginia Education Savings Trust (VEST) 40.69 6 Michigan Michigan Education Savings Program 42.29 7 New York New York's 529 College Savings Program -- Direct Plan 42.47 8 District of Columbia DC 529 College Savings Program (Direct-sold) 43.21 9 Utah Utah Educational Savings Plan (UESP) Trust 44.07 10 Rhode Island CollegeBoundfund (Direct-sold, Alternative RI) 45.26 See the full list of three-year direct-sold rankings. Five-year performance ranking Rank State Plan Percentile 1 Utah Utah Educational Savings Plan (UESP) Trust 29.67 2 Kansas Schwab 529 College Savings Plan 31.82 3 Pennsylvania Pennsylvania 529 Investment Plan 32.05 4 New York New York's 529 College Savings Program -- Direct Plan 32.08 5 Wisconsin EdVest (Direct-sold) 34.82 6 Ohio Ohio CollegeAdvantage 529 Savings Plan 34.95 7 Nevada The Vanguard 529 Savings Plan 36.42 8 Alaska University of Alaska College Savings Plan 37.36 9 Michigan Michigan Education Savings Program 37.57 10 Iowa College Savings Iowa 38.98 See the full list of five-year direct-sold rankings. For broker-sold plan rankings. How to rank 529 plan performance Ranking over 3,000 investment options is no easy task, considering the wide variety of options found in 529 savings plans, and it requires a special methodology. Step one: We select specific portfolios from each 529 plan that can be compared on an apples-to-apples basis to portfolios in other 529 plans, based on their allocation among stocks, bonds and short-term instruments (money market and guaranteed investments). We've set up seven different asset-allocation categories ranging from 100 percent equity to 100 percent short-term. Step two: Within each of the seven categories, we compare historical performance of the selected portfolios and assign each plan a percentile ranking between one (best) and 100 (worst). Separate rankings are developed for one-year, three-year and five-year performances. Step three: We take the average of each 529 plan's percentile rankings in the seven asset-allocation categories to produce a combined or "composite" percentile ranking. We then produce reports showing how the 529 plans rank against each other in their composite percentile rankings. Note: We currently produce these composite rankings for one-year, three-year and five-year performances. For a more in-depth explanation of our methodology, please read our white paper. See the one-year direct-sold, three-year direct-sold and five-year direct-sold rankings. More information Links to our full report on the composite rankings for this quarter are provided below for the direct-sold 529 plans. Only our Premium subscribers have access to composite rankings for advisor-sold 529 plans, to the underlying data supporting the rankings and to separate one-year, three-year and five-year rankings for each of the seven different asset-allocation categories. In addition, subscribers can easily look up the historical performance for every 529 portfolio in every available share class by using our Fee and Performance Lookup Tool.

The Use Of Therapeutic Toys On Children - 1332 Words

At times, an 8-year-old may surprise you with their depth of critical thinking, insightful observation, sophisticated emotions, and a newfound sense of self-confidence. You might see a sassy little girl being very dramatic over â€Å"who writes prettier†, or the young boy claiming â€Å"he can do everything by himself† as he stakes his claim to independence. Growth and development is the qualitative and quantitative changes that occur in each individual. Because it occurs sequentially, nurse can recognize developmental needs in a child. When facing surgery anxiety and fear is commonly felt at any age. However when it is a child facing surgery, finding the necessary means to alleviate their fear and anxiety is left up to the nurse. Nurses must be perceptive, creative, and occasionally ingenious in efforts to decrease a child’s anxiety level and sooth their fears. One proven method to assist the nurse is the use of therapeutic toys Toys and games offer a sense of comfort to any child. At home and at school, eight to nine year old children are learning to jump rope, play tag, skip, and doing anything at allows them to be active and move fast. However, in a hospital, running and jumping is not very conducive. To promote use their fine motor skills, increase creativity, and challenge their problem solving skills the creation of the choice chart was created to provide therapeutic intervention for a child facing surgery. Incorporated in the choice chart are activities thatShow MoreRelatedThe Integrative Intervention Model Of Child Based Play928 Words   |  4 Pagesâ€Å"Many traditional family therapists often exclude small children from the therapeutic process† (Wehrman Field, 2013). Although therapists may feel as though conducting a session with children present can be challenging, it is strongly encouraged to do so. The integrative intervention model of child-based play is an effective method in which therapists should use when treating families. Recent research concludes that the â€Å"integration of children and families involved in counseling will benefit theRead MoreChildren Who Are Blind Children1093 Words   |  5 Pagesbehavior children who are blind and children who are sighted. The sighted children are felt more comfortable levels of playing at the earlier age than did the blind children. The blind children felt less uncomfortable with other children who was sighted children, the blind children played tactile auditory games and toys and in simple games. Children were playing important of source of information for children’s sensorimotor, cognitive and social-emotional development. The blind children are the MeasurementRead MoreChildren at Play1475 Words   |  6 PagesChildren At Play: Actual vs. Dramatic One of the signs of early childhood development is the ability to engage in play. Young children (ages 4-6) prefer non structured environments that gives them the â€Å"freedom† to un-limit their play in different settings. Working with preschoolers for over five years, I am fascinated to learn all the different ways children play to learn. I understand every child has their unique talents and skills that makes them individuals. It is important to sketch out differentRead MoreChildren With Autism : A Growing Concern For Parents, Teachers, And Doctors1656 Words   |  7 Pagesfor new therapeutic techniques and strategies has prompted the world of science to help find answers and new ways to engage individuals with autism. Professionals such as speech therapists, behavioral therapists, and teachers have begun to explore the use of robots to help children with autism learn new social and communication skills. These specialized robots are programmed to aid in the development of pragmatics, one of the most common challenges for children with autism. Through the use of robotsRead MoreMelanie Klein1085 Words   |  5 PagesSeptember 1960) was an Austrian-born British psychoanalyst who devised novel therapeutic techniques for children and was particularly interested in the early psychological development that which had a significant impact on child psychology and contemporary psychoanalysis and is still used in present day therapeutic techniques. Klein was the first to use psychoanalysis on young children. She was unique by working with children using toys. Klein is named as one of the co-founders of Object Relations TheoryRead MoreA Brief Note On Sand And Art Play982 Words   |  4 Pages Providing both a sand area and an art area as play centers in a children’s hospital playroom is essential for providing a variety of therapeutic, sensory, child-directed, and developmentally appropriate play activities. Sand and art play can help children of various ages to express themselves, work on their fine motor skills, unleash their creativity, and just be kids while in the unfamiliar and potentially frightening hospital environment (CITE 1). There is evidence that helps to support the functionsRead More Therapeutic Horseback Riding and Children with Autism Developmental Disorders1659 Words   |  7 Pagesdo not develop expressive language typically do not use other modalities to communicate, like pointing or gestures. The last characteristic of the autistic spectrum disorder is having repetitive behaviors or activities. Typically children on the spectrum will play with their toys in an unusual manner, or may prefer only one toy, movie, or activity. Changes in daily sc hedule are hard for children on the spectrum to adapt to; usually these children like the same daily schedule. Bass, Duchowny, and LlabreRead MoreEffects Of Pivotal Response Treatment On Language Expansion1419 Words   |  6 PagesEffects of pivotal response treatment on language expansion in children with autism Stock, Mirenda, and Smith (2013) compared the effectiveness of private group applied behavior analysis (GABA) and pivotal response treatment (PRT) on several domains of development in children with autism spectrum disorder. Progress and effectiveness of treatment was assessed through several measures, such as the Preschool Language Scale, the Merill-Palmer-Revised Scales, the Vineland Adaptive Behavior Scales, theRead MoreThe Public Library Located On Learning Centre Where The Child And The Student Interact ( Burns ) Essay2314 Words   |  10 PagesDESCRIPTION Burns defines the â€Å"therapeutic milieu† as an environment or learning centre where the child and the student interact (Burns, 2006, p. 10). The therapeutic milieu, as discussed in this paper, is the Pickering Public Library located on Glenanna Road in Pickering Ontario. It is right across from the mall, and it is easily accessible. This is a public library for all ages. However, the focus will be the therapeutic milieu that is the children’s service area in the public library. In libraryRead MoreLars and the Real Girl863 Words   |  4 Pagesfrom the community turns out to effect how Lars views Bianca over time, and they unknowingly help Lars grow to have feelings for a real girl named Margot. Community is a very important part of Lars’ healing process. As described in the article A Therapeutic Community, the subject needs to have supporting individuals around so they may express themselves openly. Lars’ Doctor realized this from the beginning and told his Lars Brother that he will have to accept this no matter how hard it is to play along

The General Strain Theory Of Female Delinquency - 1253 Words

theories. A major theory used to explain female delinquency is the general strain theory (GST). According to Bartollas, â€Å"GST explains female delinquency by contending that many females experience harsh discipline, parental rejection, peer abuse, negative secondary school experience, homelessness, and a strong need for money;† these strains can cause females to cope through delinquent behavior (73). The social learning theory also explains female delinquency as â€Å"some females tend to associate with others who provide exposure to delinquent models, reinforce delinquent behaviors, and teach identities that are favorable to delinquency† (Bartollas 74). According to Causes and Correlates of Girls’ Delinquency, â€Å"socializing without specific activities and without guidance or supervision by positive adults—increases the likelihood that delinquent activities will occur† (Zahn 7). This is a significant finding because those female youths who ha ng with the wrong crowd, unsupervised, will often find themselves involved with delinquent behavior, and without activities or positive guidance from adults it is very easy to shift toward delinquent behavior. The last theory which explains female youth delinquency very well is the routine activities theory; this theory is similar to the social learning theory, but it is slightly different. The routine activities theory states that delinquent females â€Å"have less parental supervision, are less tied to their homes and families, are weakly boundedShow MoreRelatedThe General Strain Theory Of Social Psychology1647 Words   |  7 PagesIntroduction The general strain theory has developed into among the greatest crime theories of social psychology with a fairly developed research body. General Strain Theory is thought to be a strong philosophy, and has gathered a lot of experimental confirmation, and has additionally extended its essential degree by offering clarifications of wonders outside of criminal conduct. There are diverse negative relationships with strain or stress that result in negative emotions along with encouragingRead MoreThe Chicago School Of Sociology1624 Words   |  7 Pagesresearch is to ascertain if the Chicago school of sociology and â€Å"General Strain Theory (GST) share any type of relationship in regards to stress, criminal behavior that leads to crime, negative emotions base on the community in which they reside, and failure to achieve positively valued goals (i.e., status or money) because of their living conditions or environment† (â€Å"Review of the Roots†, n.d.). Literature Review General Strain Theory symbolizes the most significant theoretic developments in criminologyRead MoreThe Revival of the Strain Theory Essay1272 Words   |  6 Pagespresented many theories to serve as such explanations with strain theory being one of them; however, like many other theories, strain theory was pushed aside decades ago. It was not until recently that this theory was given new life by criminologist, Robert Agnew. Robert Agnew introduced this new development as the general strain theory. GST was the first supposition that was not tied to social class or cultural variables as it was in previous implications of Émile Durkheim’s anomie theory. Instead,Read MoreThe Theories Of Crime Causation Essay1414 Words   |  6 Pages Theories of Crime Causation Dolores Jackson Williams Colorado Technical University Juvenile offender 1. Biological theory states that the individual will have certain traits will be transmitted from parent to children through genetics and not from social learning. Along with the juvenile having similar facial characteristics, which some believe also predisposes them to criminal behavior (Palmerin, 2012). 2. Rational choice theory states that the person will make sensible and reasonableRead MoreAlbert Cohens Meaning Of Delinquent Subcultures1463 Words   |  6 PagesCohen’s work on delinquent subcultures was influenced by Robert Merton and Edwin Sutherland as he was student of both. Cohen draws on Merton’s strain theory as an underlying theory to develop his understanding on delinquent subculture within inner city neighborhoods. Cohen’s text Delinquent Boys: The Culture of the Gang (1955) was first of the subcultural theories of crime aimed at explaining the emergency of delinquent subculture and how one can get to the root of the issue. According to Cohen, the ideaRead MoreGender Differences Within Juvenile Status Offenses1650 Words   |  7 Pages18 such as skipping school or running away from home. Other examples include curfew violations, possession and consumption of alcohol, and possession and use of tobacco. Theories such as the labeling theory and Rober t Agnew’s General Strain Theory attempt to explain why females commit juvenile status offenses. Additional theories attempt to explain their treatment in the juvenile justice system such as the Chivalry Hypothesis. Based on the rising rates of status offenses for girls and the unique factorsRead MoreThe General Strain Theory, And General Integrated Theory853 Words   |  4 PagesThis final theory is an extension of Hirschi s (1979) original idea of micro and macro dimensions which are called cross-level or multilevel integrations (Barak, 2002). The general strain theory is also known as cross-level or multilevel integrations including the reintegrative shaming theory, power control theory, control balance theory and general integrated theory (Barak, 2002). These theories combine theories like social bonding and social learning theories with structural theories such as socialRead MoreSocial Strain Theory And Criminal Offending2718 Words   |  11 PagesIntroduction Social Strain Theory and criminal offending are seen by most theorist as a way of understanding what could be the causes of youth committing crimes. Theorist are very concern if social strain theory really does have the answer to why this is happening, but they also believe that the result may be inconclusive, because of all the different variables and independent variables that could be used in their research. We will take a look at this theory, and see if they and ask our participantsRead MoreClassic Strain Theory Essays1443 Words   |  6 PagesClassic Strain Theory, as introduced and defined by Robert Merton, is a Social Structure Theory used to help explain the effect one’s community, most notably lower class areas, has on their ability to achieve predetermined goals, usually considered culturally normal. Merton theorized that all people in a various culture and social structure have similar values, goals, and norms. He stated that within this social structure there are individuals who come from affluent upbringing and are therefore moreRead MoreThe Boyz N The Hood Based On Criminology Concept Of The General Strain Theory1622 Words   |  7 PagesIntroduction In this paper, I will analysis the film Boyz N the Hood based on and around the criminology concept of the General Strain Theory. The film Boyz N the Hood depicts a story about an African-American boy growing up in â€Å"the hood† of South Central LA. South Central is a place where on average 1 out of 21 African American men will be die as a result of â€Å"the streets†. African Americans within the African-American community are more susceptible to becoming a casualty to gang affiliation and

The Effects Of Sleep Deprivation On College Students Essay

Sleep deprivation is a frequent obstacle that many college students in America face. Insomnia in college students can have an immense impact on psychological and physical health, which greatly influence academic success. Research shows that 70% of college students qualify as sleep deprived. Sleep deprivation has also been linked with several diseases/disorders, including: depression, anxiety, and obesity. Our research question investigated how sleep deprivation in college students affects them physiologically and psychologically. The participants included college students that are at least 18 years of age. Researchers distributed 200 surveys to college students in a rural community. The survey determined the student’s sleep habits and how their sleep affects their physiological and psychological health. Our research hypothesis was that out of all the 200 students surveyed, the majority or at least 45% of the students said they suffer from sleep disturbances that affect their s chool and personal lives. Our results concluded that 125 students (62.5%) feel like the hours of sleep they receive affects their psychological health more than their physiological health. However, 50 students felt that the hours of sleep they receive affects their physiological health more than their psychological health. Around 72% of the students surveyed felt that their psychological health was more affected by the hours of sleep they receive a night per week than their physiologicalShow MoreRelatedThe Effects Of Sleep Deprivation On College Students1217 Words   |  5 Pages Although acquiring the basic amount of sleep seems to be an easy task, college students are struggling to snag even a couple hours of sleep, thus significantly affecting their four domains of development during a crucial developmental period in their lives. College students are going through the development period, Emerging Adulthood, which is from the ages of 18 to 25 years old. During this period of time, adolescents tend to focus on their self-development and discover their identity and the fourRead MoreThe Effects Of Sleep Deprivation On College Students987 Words   |  4 PagesIntroduction Sleep is an incredibly important physiological action that functions as a period of growth, repair, rest, and relaxation for the human body (â€Å"Sleep,† 2015). As a population, college students are notorious for their skewed sleep patterns and their overall lack of getting the sufficient number of hours of sleep they need to perform optimally in school. Cramming the night before exams by pulling an â€Å"all-nighter† as well as the overall excessive number of distractions that present themselvesRead MoreThe Effects Of Sleep Deprivation On College Students908 Words   |  4 PagesCauses of Sleep Deprivation Insufficient and irregular sleep has been rated the top impediment to college students’ academic performance (Ye, Johnson, Keane, Manasia, Gregas, 2015). Although it is documented that for centuries students’ academic performance has been negatively affected by sleep disturbance, college students continue to have irregular sleep schedule and undergo self-imposed sleep deprivation. Sleep deprivation in college-age students tend to occur for multiple different reasons. SomeRead MoreEffects Of Sleep Deprivation On College Students1587 Words   |  7 PagesA great deal of students experience issues related to sleep when coming to college. These issues in sleep can be related to stress, going out and coming home late, or difficulties in adjusting to the college life. There are many ways college students are able to seek help for their difficulties in sleep. Sleep deprivation cannot only cause fatigue but also health issues such as a weakened immune system. College is said t o be one of the best times of someone’s life, but with sleep difficulties itRead MoreThe Effects Of Sleep Deprivation On College Students1448 Words   |  6 Pagesyou haven’t answered half of the questions as the professor exclaims, â€Å"Time’s up!† Sleep deprivation is a reoccurring issue on college campuses. Many students are unaware of the effects of sleep deprivation, because they believe that they are invincible and that they don’t need any sleep to function throughout the day. We should become aware of the mental and physical effects of sleep deprivation in college students, because by becoming aware of the issues, solutions can be established to reduce theRead MoreThe Effects Of Sleep Deprivation Among College Students3363 Words   |  14 Pages The Effects of Sleep Deprivation among College Students: A Psychological and Sociological Approach Integrative Project: Final Submission Synthia Paramathypathy Marianopolis College Sleep plays a major role in people s lives. Evidence has shown that enough sleep promotes good health and well-being (Ojikutu, R. 2010). It plays a key role in maintaining a healthy brain function,in helping to establish emotional well-being, and in improving overall health since it repairs the heart and bloodRead MoreThe Effect Of Sleep Deprivation On Academic Performance Of College Students Essay2242 Words   |  9 PagesThe Effect of Sleep Deprivation on the Academic Performance of College Students Sleep is something that every human experiences nearly every night. It is essential for achieving personal wellness, similar to how a nutritious diet and exercise are needed in order to be healthy. However, the stereotype of college students sometimes staying awake extremely late at night in order to finish their assignments still persists. This is a very unhealthy lifestyle choice if it is done repeatedly. In order forRead MoreSleep Deprivation Persuasive Speech1577 Words   |  7 PagesSpeech for Students’ Chronic Sleep Deprivation Introduction: A. Attention Getting Opening: Over the past ten to twenty years, academic demands placed upon college students have increased significantly, this has lead to an increase in workload and amount of time needed to study for a specific course. Today, college students represent the most sleep-deprived division of the population in the U.S. (Sleep and Memory). According to Gayla Martindale, 63% percent of the students who attend college do notRead MoreSleep Deprivation Essay1183 Words   |  5 PagesSleep is a necessity that people require to live a healthy lifestyle, and to partake in daily activities. Sleep is something that improves concentration, physical health, and provides energy. 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The Potential Impacts of Upcoming High-Stakes Testing on...

This research was both preliminary and exploratory, with intent to explore the effects of standardized tests in the area of teaching and learning science. The purpose of the research was clearly stated under a sub-heading. The goal was to collect data to indicate teachers’ perceptions and concerns about the high-stakes standardized science testing being implemented in the elementary school. Data of a qualitative nature was collected through surveys. Data about previous standardized testing instruments used in the district and a rationale and brief history of the teaching of science in the district was presented first. A significant amount of primary research regarding standardized testing, test preparation activities, science teaching†¦show more content†¦They used a sample of 10 suburban Florida schools within one district. These schools were selected due to accessibility and ability to obtain permission from principals and school boards. The researchers also believed that using schools from one district would decrease variability that might exist due to local policies. There were 100 teachers given samples with 38% returning valid responses. It was noted that the limited sample was problematic. The sample represented teachers teaching 1st to 5th grade, with 1 to 10 years of experience (with an average of 7.6 years), and educational backgrounds including all with undergraduate degrees in education, twelve with masters degrees, 2 with additional specialists degrees, and one participant with a doctoral degree. Data was collected using a questionnaire that was designed by the researchers. The procedures used to create this instrument were not included in the study. However, it was noted that time was a factor that prevented piloting and validation of the questionnaire. Details of the instrument included that it was a three-part instrument with 16 questions. 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Is war ever justified Free Essays

Wars can be justified through the utilitarian theory and cost benefit analysis. These are dependent on whether the intention of the war is right and the cause for the war is just. Further, wars are only justified when other forms of conflict management have been tried and have failed. We will write a custom essay sample on Is war ever justified or any similar topic only for you Order Now There are many types of war, however this essay will focus on military war in particular. Utility Theory and Just War The theory of utility is one way to justify war. The utilitarian approach is defined as the pursuit of the greatest good of society for the greatest number f people in society. There are two branches of utility theory – act and rule. Act utilitarianism looks closely at the Consequences of the act Of war in order to justify engaging in war. Rule utilitarianism will only condone war when the reason for entering a war is just in itself, is based on good intentions and not for selfish reasons. In essence, act utilitarianism can be summarized as the ends justifying the means, while rule utilitarianism can be summarized as genuine intentions justifying the means. For instance, the Allied Forces declaring war on Germany’s invasion of their gibbous as well as on their anti-Semitic activities is an example of utilitarianism in action. The declaration of war was to prevent further harm to the world even if it did mean a significant loss to the Allied Forces by engaging in such actions. The end of the German terror as well as the protection Of the persecuted justified the means through which this was achieved. The distinction between act and rule utilitarianism while easily distinguishable in theory, is much harder to apply in real life. The example given above can be categorized under both types of utility theory. The protection of a large persecuted number of people justified entering into war against the anti- Semitic administration in Germany. Viewing it in this manner allows rule utilitarianism to come into play. At the same time, looking at the consequences of war -? which would be the saving of not only Jews, but also the prevention of invasion of other countries in Europe allows act utilitarianism to justify the Allied Forces declaration on war on Nazi Germany. Utility theory does run the risk of being manipulated and abused and has been used by terrorists and Islamic fundamentalists to justify the use of rower and force for â€Å"jihad† or what they call, â€Å"holy war†. However, it must be noted that utility theory condones war only if it causes the greatest good for the greatest number of society. Even if â€Å"jihad† is considered to be the greatest good, it is only from the perspective of a select few people with biased opinions. Hence, a terrorist’s justification of war via utility theory cannot be said to be a true justification at all. Be it act or rule utilitarianism, so long as the ends result in the greatest good for the largest number of people in society and are made with the best intentions in mind, war is justified. Cost-benefit Analysis and Just War The benefits should outweigh the costs in order to justify engaging in war. Cost-benefit analysis is a way of weighing the strengths and weaknesses of alternatives. It helps us determine whether an approach was worth the adoption and practice in terms of benefits in labor, time, Cost savings and so on. It is largely considered an economic analysis and is an approach that can be taken when determining whether a war is justified because of the high socio-economic costs involved in war. A good way to go about analyzing this would be to look at a case study of the Iraq war. The Gulf war resulted in 220,000 Iraqi casualties and a few hundred thousand wounded Iraqis. The costs of war amounted to 6 trillion US dollars. These numbers are neither small nor insignificant. The benefits, however, are the exact opposite. As far as tangible benefits go, the Iraqi economy saw a slight growth in its GAP since the end of the war. Part of this, is a windfall due to high oil prices but if the war had not taken place, oil sanctions imposed on Iraq would have severely curtailed Iraqi oil sale. This would have further crushed the already dying economy pre-war. Of course, since Cost-Benefit analysis is primarily economic in nature, on paper, the growth in Iraq’s GAP is touted by pro-war candidates as being worth the effort. However it would be ridiculous to imagine that Iraq’s economy would have grown enough to cover the costs of war even, much less to actually grow enough to recover and sustain the country post-war. Further, as cost-benefit analysis also should include some elements of intangibility, one must take note Of the accessory costs that came along with the war. Besides the devastation and disease that struck Iraq, neighbors Iran also saw acceleration in its nuclear programmed because it saw that as the only way to prevent an imminent US invasion. This is not good for the global economy because it makes the Middle East a very dangerous place. Further, there is a high continuing rate of violence in Iraq because society sees it as the only form of protection for them. Of course, regime change and the demise of Sadism Hussein must be considered in the benefit analysis but despite that, Iraq is still in shambles -? both economically as well as socially. Overall, a cost-benefit analysis allows us another opportunity to evaluate a war and to decide if it can be justified. In the example of Iraq, we can see how it can be used to prove that it cannot be justified. Counter argument However, despite these two analytical methods of justifying war, they come with a caveat. The caveat being that they are only used to justify war when negotiations have failed between parties; all peaceful methods have been already exhausted and war is the final and only option available to them. Unfortunately, this is not always the case. Many a time, countries prepare for war while negotiations are ongoing. Worse still, they may not even engage in any peaceful forms of collaboration or settlement at all. The notions of war always remain at the back of countries’ minds. The Cold War may seem like a successful instance where there were no missiles or bombs unloaded on either the USSR or the US. However, there was a war nonetheless and a war which lasted 30 years. Despite supposed ‘peaceful’ negotiations between the two superpowers, the thought of missile warfare was always at the back of their minds. It would not be far-fetched to imagine that this severely impacted the success Of their discussions. One cannot fully and calmly negotiate with a finger on the trigger. It was merely a combination of luck, timing and the right set of leaders that prevented the outbreak of a disastrous third world war. Conclusion War can be justified through two methods – utility theory and cost-benefit analysis. These allow an intangible and tangible account of the ways in which a war can be explained as being necessary. How to cite Is war ever justified, Essays

Management of IT Systems and Projects for Triple Constraints

Question: Discuss about theManagement of IT Systems and Projects for Triple Constraints. Answer: Introduction The purpose of this report is to critically analyze the importance of project management system in an organization. This will be based on a case study, Denver International Airport Baggage Handling System An illustration of ineffectual decision making. The report will also consider other illustration of a projected management system using the concept of triple constraints. Typically, project management refers to a process of organizing ideas, resources, decisions, and strategies so as to achieve goals and objectives set by management (Dann Dann, 2007 p.56). Some of the requirements in project management include skilled human resources, proper time management, materials and ability to meet costs in a project. If all these factors are integrated, then goals and objectives of a project will be achieved. Issues of Project Management in the Case Study From the case study, the company was using information technology to facilitate baggage handling. The company was among the first to use information technology in project management. However, it was not possible to meet the objectives due to several constraints that took place in the course of project execution. First, Denver underestimated the complexity of their project. This was a bad move the company made at that time. Any project needs to be executed without underestimating the requirements (Reece Walker, 2007 p.78). It is very important to ensure the process is scheduled extensively to avoid delays and other constraints. Second, Denver failed to incorporate proper planning systems when changing strategies. For that reason, the company could not succeed in the project. Planning is key to any project. Without proper skills in project management, many companies end up making inconsistent decisions (Cocca Alberti, 2012 p.186-200). This affects the strategies used in project execu tion. Therefore, it is important to use proper projects management skills so as to make viable decisions on what needs to be done. Information Technology in Project Management Denver used information technology that failed to deliver the core purpose of the project. For that reason, we formulate how technology can be applied in project management. First, information technology enhances storage and recovery of huge quantities of information and data regarding the project. Denver should have applied information technology to retrieve relevant data. Thus, the company would have managed to reduce risks in the project. Again, information technology is used in project management to improve the performance of the project as well as a gain competitive advantage. This technology is also very applicable to developing project designs (Dann Dann, 2007 p.56). Denver should have used this technology to come up with unique designs for handling baggage. In addition, information technology applies different project management software to facilitate execution of complex phases in project execution process. In this case study, the company underestimated the complexity of the project. Use of project management software would have enabled the company to execute complex tasks. Triple Constraints In this section, we consider the importance of using various examples of triple constraints in project management. It is important to note that all projects are carried out using certain constraints. Typically, these constraints relate to time, scope and cost (Dann Dann, 2004 p.34). They are called triple constraints. First, we consider cost. A proper budget is required in order to execute the project successfully. This facilitates proper delivery of new product or service as per the objectives of the project. For example, costs may go beyond the budget of a project if more workers are added. For example, an automobile engineering project was shut down when the costs exceeded the budget. This was attributed to the low quality produced by the company. Again, we consider time as part of triple constraints. If you reduce the time for a project, it is important to reduce the scope of the project (Fletcher, 2012 p.98). You will be forced to increase the costs. For example, a company producing new mobile handset was to meet customers demand on delivery time. The company was forced to increase more workers so as to meet the schedule set by customers. Lastly, we consider scope. The scope of a project needs to be defined before executing a project. When the scope is increased, it is also important to increase time and cost (Daft, 2015 p.56). For example, a software development company was asked by customers to increase some features. The company was forced to increase delivery time and other costs. References Cocca, P., Alberti, M. (2012) A framework to assess performance measurement systems in SMEsInternational Journal of Productivity and Performance Management,59(2), pp: 186-200. Daft, R.L. (2015) Management South-Western College Pub. Dann, S., Dann, S. (2004)Strategic Internet marketing Brisbane: John Wiley Sons. Dann, S., Dann, S. (2007) Competitive marketing strategy Frenchs Forest, NSW: Pearson Education. Fletcher, F. (2012) Business Problem Solving Routledge. Reece, I. Walker, S. (2007) Teaching, training learning: a practical guide. 6th ed. London: Business Education Publishers Limited.