Free Essays on Beer And Circus

Beer and Circus How Big-Time College Sports Is Crippling Undergraduate Education Introduction pg. 3-11 Four major student subcultures in American higher education: the collegiate, the academic, the vocational, and the rebel. The collegiate culture is a world of football, fraternities and sororities, dates, drinking, and campus fun. The serious undergraduates make up the outsiders on many campuses. The collegians practice immediate gratification while the outsiders practice deferred gratification. The academic culture is made up of the students who work hard and make the best grades. The undergraduate student subculture of serious academic effort is more dominant on some campuses than others and more marginal on some campuses than others. The vocational culture mainly consists of married students, most of them working 20-40 hours per week, and there is simply not enough time or money to support the extensive play of the collegiate culture. The rebel culture is made up of students who are deeply involved with ideas, both the ideas they encounter in the classroom and those that are current in the wider society of art, literature, and politics. Today, they make up a small minority on most college campuses. The best way to sum up these student subcultures is rebel students â€Å"pursue an identity†; collegians â€Å"pursue fun†; academic students seek â€Å"knowledge†; and vocationals fix on â€Å"a diploma.† Part One: The Rise of Beer-And-Circus Chapter 1: pg.15-22 Animal House 1960’s- low point for collegiate subculture on American campuses. Animal House is one of the most remarkable movies in Hollywood history. Fraternities and sororities doubled in membership nationwide from the 1970s to the 1990s. Penn State became known as â€Å"Happy Valley† because of the greek system and all the partying that went along with that. A film reviewer commented that Animal House ... Free Essays on Beer And Circus Free Essays on Beer And Circus Beer and Circus How Big-Time College Sports Is Crippling Undergraduate Education Introduction pg. 3-11 Four major student subcultures in American higher education: the collegiate, the academic, the vocational, and the rebel. The collegiate culture is a world of football, fraternities and sororities, dates, drinking, and campus fun. The serious undergraduates make up the outsiders on many campuses. The collegians practice immediate gratification while the outsiders practice deferred gratification. The academic culture is made up of the students who work hard and make the best grades. The undergraduate student subculture of serious academic effort is more dominant on some campuses than others and more marginal on some campuses than others. The vocational culture mainly consists of married students, most of them working 20-40 hours per week, and there is simply not enough time or money to support the extensive play of the collegiate culture. The rebel culture is made up of students who are deeply involved with ideas, both the ideas they encounter in the classroom and those that are current in the wider society of art, literature, and politics. Today, they make up a small minority on most college campuses. The best way to sum up these student subcultures is rebel students â€Å"pursue an identity†; collegians â€Å"pursue fun†; academic students seek â€Å"knowledge†; and vocationals fix on â€Å"a diploma.† Part One: The Rise of Beer-And-Circus Chapter 1: pg.15-22 Animal House 1960’s- low point for collegiate subculture on American campuses. Animal House is one of the most remarkable movies in Hollywood history. Fraternities and sororities doubled in membership nationwide from the 1970s to the 1990s. Penn State became known as â€Å"Happy Valley† because of the greek system and all the partying that went along with that. A film reviewer commented that Animal House ...

Crysts, Blasts and Clasts - Large Particles in Rocks

Crysts, Blasts and Clasts - Large Particles in Rocks Crysts, blasts and clasts are three simple words related to a very basic concept in geology: big particles in rocks. Actually, theyre pieces of words- suffixes- that are worth knowing about. They can be a little confusing, but a good geologist  can tell you the difference between all three.   Crysts The -cryst suffix refers to grains of a crystalline mineral. A -cryst can be a fully formed crystal like your typical garnet, or it can be an irregular grain that, even though its atoms are all in rigid order, has none of the flat faces that mark a crystal. The most important -crysts are the ones that are much larger than their neighbors; the general name for these is megacryst. As a practical matter, -cryst is used only with igneous rocks, although a crystal in metamorphic rocks may be called a metacryst. The most common -cryst youll see in the literature is the phenocryst. Phenocrysts sit in a groundmass of smaller grains like raisins in oatmeal. Phenocrysts are the defining feature of porphyritic texture; another way to say it is that phenocrysts are what define a porphyry. Phenocrysts generally consist of one of the same minerals found in the groundmass. (If they were brought into the rock from elsewhere, they may be called xenocrysts.) If theyre clean and solid inside, we may interpret them as being older, having crystallized earlier than the rest of the igneous rock. But some phenocrysts formed by growing around and engulfing other minerals (creating a texture called poikilitic), so in that case they werent the very first mineral to crystallize. Phenocrysts that have fully formed crystal faces are called euhedral (old papers may use the terms idiomorphic or automorphic). Phenocrysts with no crystal faces are called anhedral (or xenomorphic), and in-between phenocrysts are called subhedral (or hypidiomorphic or ​hypautomorphic). Blasts The -blast suffix refers to grains of metamorphic minerals; more precisely, -blastic means a rock texture that reflects the recrystallizing processes of metamorphism. Thats why we dont have a word megablast- both igneous and metamorphic rocks are said to have megacrysts. The various -blasts are described only in metamorphic rocks. Metamorphism produces mineral grains by crushing (clastic deformation) and squeezing (plastic deformation) as well as recrystallization (blastic deformation), so its important to make the distinction. A metamorphic rock made of -blasts of uniform size is called homeoblastic, but if megacrysts are also present it is called heteroblastic. The larger ones are usually called porphyroblasts (even though porphyry is strictly an igneous rock). So porphyroblasts are the metamorphic equivalent of phenocrysts. Porphyroblasts may be stretched out and erased as metamorphism continues. Some large mineral grains may resist for a while. These are commonly called augen (the German for eyes), and augen gneiss is a well-recognized rock type. Similar to -crysts, -blasts can display crystal faces in different degrees, but they are described with the words idioblastic, hypidioblastic and xenoblastic instead of euhedral or subhedral or anhedral. Grains inherited from an earlier generation of metamorphism are called paleoblasts; naturally, neoblasts are their younger counterpart. Clasts The suffix -clast refers to grains of sediment, that is, pieces of pre-existing rocks or minerals. Unlike -crysts and -blasts, the word clast can stand alone. Clastic rocks, then, are always sedimentary (one exception: a clast that is not yet wiped out in a metamorphic rock is called a porphyroclast, which, confusingly, is also classified as a megacryst). Theres a deep distinction drawn among clastic rocks between holoclastic rocks, like shale and sandstone, and pyroclastic rocks that form around volcanoes. Clastic rocks are made of particles ranging in size from microscopic to indefinitely large. The rocks with visible clasts are called macroclastic. Extra-large clasts are called phenoclasts- so phenoclasts, phenocrysts and porphyroblasts are cousins. Two sedimentary rocks have phenoclasts: conglomerate and breccia. The difference is that the phenoclasts in conglomerate (spheroclasts) are made by abrasion whereas those in breccia (anguclasts) are made by fracture. There is no upper limit to what can be called a ​clast, or megaclast. Breccias have the largest megaclasts, up to hundreds of meters across and larger. Megaclasts as big as mountains can be made by large landslides (olistrostromes), thrust faulting (chaoses), subduction (mà ©langes) and supervolcano caldera formation (caldera collapse breccias). Megaclasts are where sedimentology meets tectonics.

Project Progress Report Essay Example | Topics and Well Written Essays - 4000 words

Project Progress Report - Essay Example At present moment, reservation of a book is done manually. For this, the library users have to complete a reservation card and hand it to the librarian for reserving book and have to check regularly or have to wait for postcard, which is sent to their home address to confirm that the book is arrived and they can collect it. The library for which this database is being created is Wood Green Central Library and is located at 187-197A Wood Green High Road, London N22 6XD. The library has approximately 50 employees, has a turnover of 3 million, and is the main library for the borough of Haringey. Government grants helped to provide the library with a Learning Centre, a number of computers for public use, additionally several reading groups operate from this library, and there is space to host art exhibitions. The purpose of this reservation system is so that students, teachers and the housebound can gain a better service of the library and can take their time to search for a particular book that they want, whether it is for coursework or for teaching purposes. This system will be useful, efficient and user-friendly. In this reservation system, the user has an option either to search by title, author, publication or class (subject). This will be achieved by creating a simple reservation system for the local library by using Microsoft Access to produce a database. This work will be useful to other students who might be creating a database on a particular subject, as they will be able to gain ideas from the database that will be created. This paper is a project progress report (PPR) for a database reservation system for the library. This PPR will cover different topics, such as the scope and objectives of the project, database design and information analysis, methodology and approach, software/tools and modelling languages, schedule of the planned work, progress against the planned work, evidence for the progress claimed, current and

Report on two water provision methods Lab Example | Topics and Well Written Essays - 1250 words

On two water provision methods - Lab Report Example 21). This describes the situation of arid and semi-arid areas that constitute 30% of the land surface in the world. This means the areas may experience periods of sporadic water shortages, which may threaten the development of the community as well as the lives of the population. The situation is addressed through the establishment of water demand and supply balance that is multifaceted through the incorporation of water provision projects in the regional planning needs. The projects so incorporated should be tailor made to suit the specific problems of the region. Methods of water provision in arid areas The provision of water process may incorporate a diverse range of methods that seek to establish a stable and renewable water supply and demand chain for the arid regions. These options range from the construction of dams to create reservoirs, desalinization processes, ground water reserves exploration, reusing of wastewater, and enhancing rainwater collection methods. However, some factors in the regions serve to rule out some options as the preferred modes. The option of rainwater collection is ruled out if the area receives minimal annual rainfall amounts. The area also requires a steady source of water in the form of a river, for the construction of a dam (Cipollina, Micale, and Rizzuti, 2009, p. 45). The amount of water availed by reusing is dependable on the amount available for use in the first place. This leaves desalinisation processes and the exploration of ground water reserves as the most viable options. Background information of the two methods 1) Desalinisation processes Desalinization also referred to as desalination, is a term used for any of the processes used to remove the large quantities of salts and minerals contained in saline water. The aim of the processes is to produce fresh water that is suitable for incorporation in irrigation and human consumption. The processes are preferred as they produce salts as byproducts that are used in the production of other products. This method of water provision is applicable in the setting of arid areas as most have underground water reserves that are high in salt content that make them unfit for human consumption and other general-purpose applications like irrigation (Wang 2008, p. 24). The method is specifically suitable for arid areas like Egypt and Israel that are next to unlimited saline water reserves in the form of the sea. 2) Underground water exploration Ground water is the collection of water in the ground that results from the infiltration and percolation of water from various forms of precipitation ranging from rainfall to snow, which is then trapped in bedrock consisting impermeable rocks. The location of these water resources is not restricted to specific regions as it is found nearly everywhere (Raghunath2007, p. 71). However, the usable and reliable quantities are only found in rock formations known as aquifers with sufficient voids between them enabling the holdi ng and conducting of water. This means that most arid areas are sitting on large water reserves that may act as stable water supply sources in the areas if they are explored (Webb 2006, p. 12). Comparison between the two methods Processes used i) Desalinization Originally, the processes of desalinization applied vacuum distillation processes to separate the salts from the water. This involved the boiling the saline water in pressure conditions that are much

The Skillful Teacher Essay Example for Free

The Skillful Teacher Essay Introduction There has been a great deal of change taking place in the field of education over the past few years. It seems that every time we turn around a new approach is being heralded as the best in terms of teaching and helping students to excel. Most of these works come and go, as they more often than not, involve fads of sorts. With books like â€Å"The Skillful Teacher† by Stephen D. Brookfield and â€Å"Teaching Tips† by McKeachie there is hope that we can find the teacher that we always wanted to be within us. In Brookfield’s book we see a personal approach to teaching students and an approach that not only takes the students into account, but also the teacher. In McKeachie’s book we find many helpful tips that we can take into the classroom, no matter what the age of the student. In the following paper I will share with you some of the things that I have learned from these books and how I can utilize them in the classroom. Experiencing Teaching. Brookfield essentially asks the reader, the teacher, to look at teaching, to examine what they love about teaching, perhaps why they got into teaching, and use that knowledge as a foundation for the process. Brookfield offers suggestions, but seems to primarily rely on the intelligence and passion of the reader for the development of their own unique vision as it involves teaching. Learning is not a predictable and stable reality. There are rhythms to learning and students, as well as teachers, will often find themselves at a point where they are essentially stagnating as they have reached a level of burn out to some degree. Brookfield does not ignore these realities but presents the reader with ways in which to provide new motivation for learning, new motivation that helps students, and teachers, out of established patterns. Brookfield’s method of a textbook in a narrative form is a novel idea for future teachers who can gain more from a â€Å"story† than a theory book. I found the section on muddling through to be enlightening. As teachers we never know what is going to happen in a classroom on any given day so the best we can do sometimes is muddle through and hope that we make the right decisions. As a teacher I find myself doing this sometimes but I thought it was because I havent been teaching very long. I had no idea that there were actually teachers out there that have the same. Brookfield states that â€Å"this is going to be an opinionated, some would say polemical, book† (p. 3). I believe at this point in our career, when we are either teaching or getting ready to teach the opinions of those who have experience are more helpful to us than the theory that we learn. Real live experiences tend to stick in our mind better than a theory or formula that we might be able to incorporate into the classroom. Brookfield points out how important it is to gain the trust of the students. The teacher is, after all, the teacher, not the student. The teacher’s position, in this respect, can be very fragile if the students do not trust the teacher to do their job well, but also maintain an intelligence that is above the students to some degree. If a student does not trust that the teacher knows what they are doing, they will not listen to what the teacher presents. The example that Brookfield used (p.4, 5) regarding how to get students to open up and actually take part in a discussion is a breaking point for all teachers. This information will be helpful to me in â€Å"ALL† future classes. As an instructor at the college level, the only way that I know if my students understand the material that I have given them is an open discussion of the material. Unfortunately at times the silence is deafening. While I understand that Brookfield’s work primarily addresses adult students, college students many of the things that he mentioned can apply to students of any age. Again, this is an important aspect of teaching and learning for a student who feels motivated to become involved in discussions will feel that they are part of the process, that they are part of the teaching process. And, along the way they, as well as the other students, learn more than they thought they would. As Brookfield points out, too often students are not approached as though they were adults, a reality that Brookfield sees as very damaging to the teacher and learning process. Bearing this aspect in mind we see this first chapter as intriguing and very enlightening for college students do not need to be forced to learn, as though they were children. Students need to be approached as adults, from a teacher who is an adult and who is passionate about the entire learning process. Brookfield admits that emotional problems, emotional outbursts will occur while teaching. He does not avoid these realities, but addresses them and provides many helpful perspectives a teacher can take in dealing with such. Feedback Since some students really do have a hard time with open discussion in the classroom the one minute paper is a tool that can be utilized to find out if the teacher is actually getting pertinent information across to the students. We all know that students shake their heads in agreement so they can get out of class, but we never know if they actually understand what we are talking about. This is a tool that I plan on implementing in my classroom in the future, several times within the semester just to make sure that everyone is able to understand the information that I am trying to relay. I believe that the muddiest point (Brookfield, p. 38) will also be a significant point within this one minute paper. While I know that we should not try to control what the students write, because it inhibits their critical thinking, they might actually need some structure as to what they should put into their paper. In my experience, when asked to do a paper of any type, students always want to know what is expected of them so I might just throw things out for them that they might include in this one minute paper such as: â€Å"What was the most confusing thing that we covered today†; â€Å"Do you think anything that we discussed today will be important to you in your future? If so, what and why? †; â€Å"Tell me what I could have done today to help you learn the information better†. Since I teach an oral communication this will be a new experience for both the student and me, but I feel that I can glean good feedback by utilizing this method. Participation/Nonparticipation In McKeachie’s â€Å"Teaching Tips† (p. 45) the section on nonparticipants was something that I could relate to because it is so difficult sometimes to get some of the students to participate in any type of discussion. You never know if they have actually read the material assigned or if they just dont like to talk in class to a bunch of strangers. I really dont like to think that my students are bored but when students have a textbook for another class out reading it while you are lecturing, you have to wonder if you are that boring or if something else is just more important at the moment. In the discussion monopolizer section (McKeachie, p. 48) it stated that â€Å"if you have worked on nonparticipation effectively, the discussion monopolizer is less likely to be a problem†. Unfortunately there seems to always be that one student who wants to be the center of attention and they wish to talk (a lot) even if what they say has no relevance to the subject at hand. There have been times in my classes when I ask questions and continually have the same person answering the questions that I actually say; Now someone besides (blank) give me an answer. Sometimes teachers have to do this, not in an effort to embarrass the student but more so to give other students an opportunity to speak. The section in McKeachies â€Å"Teaching Tips† (p 45) about nonparticipants was extremely important to me. Because â€Å"most students are used to being passive† it is very difficult to get them to participate in an oral communications class. There is always so much apprehension from students that is difficult to get some of them to participate in anything that the class does. I spend a huge amount of time coming up with ways to get the students to participate in a manner that relieves their apprehension and anxiety. Some students right out of high school just dont have the experience in public speaking or people meeting skills that they need to get involved. Another instructor in my department gave me the idea to pair students up or put them in small groups of four or five and give them an opportunity to do different exercises to get everyone involved without having to be the center of attention for the whole class. Having rant sessions seems too pull these students out of their comfort zone of silence, because there is generally something that everyone has bottled up inside that theyre just waiting to get off their chest. Brookfield (p 141) talks about grading for participation by establishing clear criteria for effective participation. He states that this should be done in the syllabus but I do not think that it has to be that specific in the syllabus. There are different ways to have participation such as in groups. I like to break my class up into small groups of 4 or 5 on a regular basis to have them discuss issues and solve problems. Sometimes its just easier for shy people to talk in a much smaller group. I guess that what Im doing here also ties into the scaffolding discussion and the circle of voices (Brookfield, p 143). Lecturing Planning lectures and developing power points are an important part of teaching. In order for students to be able to learn they should not rely solely on the power points for their notes. Note taking is a valuable skill that students need to learn and keep throughout their college careers. Teachers should put key words on the power points and sometimes fun things that will get their attention. When planning a lecture an instructor should try to make sure that they use words that everyone understands and use everyday examples in them. I always make sure that Im asking the students questions as we go along to make sure they understand, even if its just What do you think or â€Å"Can you think of any examples of this? . It seems that teachers too often merely teach. They merely recite the information the student should know, expecting that the students are listening and taking notes. They do not stop to listen to whether or not the students are actually responding to anything that is being taught. And, conversely, what happens is that the teacher has no real response to teaching. As such, Brookfield illustrates how teachers can become aware of what they are doing, and approaching the entire endeavor of teaching from a responsive position. Brookfield offers suggestions to the reader for encouraging students to listen, for creating new ways to lecture that can get the students’ attention. Lecturing has often been a difficult part of teaching, as Brookfield indicates, due to the fact that learning habits instill in the student the belief that a lecture will be boring and will offer no sense of creative thought. As far as lecturing creatively, I read Chapter 6 (Lecturing Creatively) with great interest because I want to make sure that I am doing things in my classroom that work out best for my students. Brookfield stated that we need to be clear about why we lecture (p 99). Having been in classes where the lectures absolutely put you to sleep, I want to avoid this in my classes. I tell my students to look over the chapter(s) that we will be covering in class the next session, with the motive being open discussions. McKeachie (p 56) tells us to make sure we present up-to-date information, to summarize the material, adapt the material to the students, help the student read more effectively and to focus on key concepts or ideas. When lecturing, teachers should try to break the material down into language that the students understand and make it as concise as possible. Talking to the students and then asking questions to get them to try to discuss things seems to be a better way to try and get the information across to students. I always try to give them several examples of anything that I am trying to teach them (any new concepts). This opens the door for more discussion, especially as the semester continues and the students get more comfortable with the instructor and their classmates. Testing and Assessments  McKeachie (p 73, 74) discusses methods of assessment. He talks about being open to trying something different and I think that this will be beneficial to the students. History tells us that if a student fills their head with information that they will be asked to regurgitate on a test and it is not interesting to them, they will not retain this information any longer than necessary. Unfortunately some departments require that you administer tests in order to dole out a grade. In my case there are specific guidelines that are given, that we as instructors are supposed to teach and test on to meet certain criteria. Sometimes the information in a basic text book can be confusing if there is not any discussion that goes along with it. Giving students an opportunity to ask questions about what will be covered on the test and encouraging them to think about it for several days before the test so that they can get any questions answered is a method I use to get see what information the students know and do not know. I think that one of the most common methods for checking for understanding is tests or quizzes that we give our students. I like McKeachie’s (p 300) approach of having students paraphrase things for you. This is a method that I utilize quite. I don’t want to test my students to death because some students have test apprehension and I don’t want to stress them out by thinking, â€Å"Oh, no. Another test! † McKeachie also talked about not just knowing how to learn, but also wanting to learn and I believe that this is a major setback for some students. Unfortunately some students are in college because their parents told them they were going. You always see some students who appear to be very intelligent but just really don’t want to be in the classroom. Class Discussions. I think that Brookfields chapter on discussion (Chapter 7) had some good ideas. It can be very difficult to get students to participate in discussion, especially undergraduate students. There are always some students in a class that just really dont have any desire to participate in any form of discussion. Im not sure if this is because they are afraid that they might say the wrong thing or that it might generate a question that they arent able to answer. Brookfield (p117) said that if a teacher makes part of the grade participation that the students think that they have to be involved in discussion to meet this obligation. I dont know if that is what all teachers expect. I dont think that any student should be put on the spot with having to come up with some type of discussion if they dont feel led to. We, as instructors, never truly know why someone doesnt talk much in class. It might just be their nature that they dont talk much. Brookfield stated (p 134) that â€Å"some students are so shy and introverted that nothing short of therapeutic intervention will embolden them to speak†. They might be the type that listens all through the class to digest the information and then wants to talk about it at the next class session. Brookfield (p 134, 135) talks about students being worried about â€Å"looking stupid†. Teachers should be aware that this might be the reason that some students dont speak up as readily. Brookfield said that instructors should announce in the class that there are no stupid questions. This should be one of the first things that students are told every semester and it should be repeated several times throughout the semester. Brookfield (p 135) recommends putting together a panel of former students for a discussion with current students to help put them at ease and I believe this something that I can incorporate into my classes. Group Learning Teachers do not use the group learning system as much as they should. I tend to believe that students learn better from each other than they do the instructor most of the time. ODonnell (McKeachie, 192) stated it right when she said that â€Å"peer learning has the advantages of interaction with a peer† and this is extremely important for young people. It sometimes builds their confidence in the information that they know. Some of the students who are less vocal might actually open up to a peer and share what they know. As far as peer tutoring I think this is something that should be encouraged in  classes. I believe that if we were to set up groups with the students who do well and those that dont do so well (as far as tests are concerned) to have them study together that it would improve the grades because I think that the peers can sometimes get the idea across to students on a level they understand. Writing McKeachie (p 214) discussed the various types of low stakes writing and that the most obvious thing to do is ask students to write about is things they are comfortable with, casual things, just exploring a topic and to encourage the students not to struggle with this too much. Low stakes writing should help build confidence in students regarding their writing. This method of writing can be used in class or out of class. Out of class this writing could be a journal. I plan to use this method of low stakes writing in my classes by having them keep a journal, probably of humorous things that happen to them, because it will go along with one of the aspect of communication where I teach about short term and long term memory. High-stakes writing requires more on the part of the student, as well as the teacher. High stakes writing requires that the writing has to be good which involves research on the part of the writer. McKeachie (p 217) points out that most readers of his book are not trained as teachers of writers. I can relate to this because I teach oral communication but there are times when I require students to write research papers so I need to become more comfortable with this type of writing. As a student myself, I have experience in writing research papers where the instructor wanted me to do exactly what McKeachie said (217) â€Å"regurgitate material from textbooks or lecture†. I believe that for high stakes writing topic selection will be the key to how good the writing actually is. I like the idea of multiple papers and drafts because I believe that the only way for you to learn to write better is to get constructive criticism. Having the opportunity to turn a paper in early for constructive criticism in order to rewrite it makes for a better final paper. With todays technology our writing suffers greatly because we depend on our software to find all the mistakes, whether spelling or grammar. Unfortunately the software might not always recognize that a word is not the correct word and it definitely doesnt always find grammatical errors. The old standby method of printing things off and reading them line by line and then paragraph by paragraph is still the best way to proofread. Technology Brookfield’s Teaching Online (p 191) was interesting but I am not a huge fan of online classes. I prefer the human interaction that you get in the classroom. I think that Brookfield (p 195) was correct when he said that it is an advantage to take an online class before you teach one. Before instructors put together an online course they should keep the three core assumptions that are mentioned in mind: good teaching is whatever helps the student learn, good teaching is critically reflective and how students experience their learning. If the students dont learn anything from an online class then it is not worth it to take the class. If there is no interaction between students and instructors, just how much is it helping the student? A good online course should require a specific number of posts expected each week in order to create good discussion. The instructor may have to guide the discussions so that everyone participates. Brookfield talks about organizing the online course work and I think that this is very important. The instructor must put just as much work into organizing and keeping up with what the students are doing in an online class as they do in the classroom. How far technology is going to take us in education? Sometimes not being in the classroom is not always the best way to learn. In other classes we have talked about the millennium student who wants to stay in their dorm room or apartment and do all their classes on line. This can be a benefit to both instructor and student or it can be a detriment to both. The teacher doesnt need to lose the people skills that they have developed after time in the classroom. In times of inclement weather though this can definitely be an attribute since colleges dont have make-up days and generally the department expects you to get through a certain amount of information. Learning Facilitating active learning in a large class is something that instructors should take seriously. The idea of forming small groups and the think-pair-share method (McKeachie p 269) is a good thing to utilize in large groups. If we put the students into smaller groups where they can discuss the material they will get more out of it. It is virtually impossible for the instructor to get the point across to every student in a large class, but students tend to learn better from their peers, probably because they are not as afraid to ask questions in small groups as opposed to in front of the entire class. Having a goal as a student is very important to our career as a student. As instructors we need to help the students realize that they will benefit from each of the classes that they are taking in some way and at some point in their life. As an oral communications instructor I not only teach them how to communicate in the business world but also teach them how to communicate with friends, family and their significant others. Building their self confidence in the classroom will only help them in the long run in the â€Å"real world†. Conclusion Brookfield’s book is a very diverse book that approaches topics not adequately addressed by other books. It is a work that touches on some of the most basic aspects of teaching. It does not focus on the political realities of teaching, nor does it set out to illustrate how all other methods of teaching are wrong. It is a thoughtful book that treats the students and the teachers as individuals, not merely part of an institution. Of course, the opinions and perspectives presented are only those of this particular writer. In light of this the student should use the information presented as a tutorial to assist them in development of their own perspectives concerning Brookfield’s book. McKeachie’s â€Å"Teaching Tips† is a valuable guide book that no teacher should be without. All teachers should have a copy of this book before they ever teach their first class. While some students sell their books at the end of each semester, this is one book that should be kept for references, no matter what age student is being taught. This book covers many (if not all) things that will be encountered in the classroom. REFERENCES Brookfield, S. D. (2006). The Skillful Teacher on Technique, Trust and Responsiveness in the Classroom (2nd ed. ). San Francisco, CA: Jossey-Bass. McKeachie, W. J. Svinicki, M. (2011). McKeachie’s Teaching Tips (13th ed. ). Belmont, CA: Wadsworth Cengage Learning.

Transfer Pricing at Southern :: Business and Management Studies

Transfer Pricing at Southern Alternatives 1. Cost Based Transfer Price Maintain the status quo within the company. All cost methods require that standard costs be used; therefore each division is encouraged to meet standard cost levels, instead of working around actual costs. This will increase goal congruence. Currently, the price Southern is charging is based on the market but they are running under capacity and had excess inventory. Therefore, Thompson is charging market price even though he is running under capacity. If Southern’s VC = 60% then the 40% represents OH and profit. To prevent conflicts in the future it must be clear that variable costs of one division are not actually fixed costs for the whole company. Thompson’s VC = $400 some of that could be FC for the whole company. (Align this alternative with Rob’s Analysis). Advantages: increases goal congruence, requires that the vice president perform a routine cost analysis, therefore requires little resources. Southern mostly supplies Northern therefore, a market based system would be difficult due to the intermediate nature of the materials being transferred, adding attractiveness to a cost based system. Disadvantages: will be very difficult to determine what profit markup will be. Northern supplies mostly to outside companies and therefore will require additional resources in his division to price internal sales. The resources needed to work through the complexity of this system might not be justified by such a low volume. Two Step Pricing The standard VC is charged per unit sold then a periodic charge is made equal to the fixed costs associated with the facilities reserved for the buying unit. Since Thompson rarely sells to other divisions this might work because the facilities needed could easily be identified. Advantages: the buying unit would have proper information needed for marketing and long-term decisions Disadvantages: requires that FC be negotiated regularly, since Thompson rarely sells to Northern the resources needed for this negotiation might not be justified. 2. Negotiation Increase communication between divisions. Currently, Northern may not know that Thompson is paying a higher then expected price for the intermediate materials they need from Southern. If Northern was aware of the amount of upstream costs and profit involved internally, it might be encouraged to forgo its own profits for the sake of the company as a whole. Profit sharing could be introduced to motivate Northern to do this. A specified set of rules would be set up when each manager is negotiating a price. Such as if there is a match in price internally and externally, the business must be kept internally. Also if the managers cannot come to an agreement on price the outside market price will be used. If true negotiation occurred at Birch, each division manager would Transfer Pricing at Southern :: Business and Management Studies Transfer Pricing at Southern Alternatives 1. Cost Based Transfer Price Maintain the status quo within the company. All cost methods require that standard costs be used; therefore each division is encouraged to meet standard cost levels, instead of working around actual costs. This will increase goal congruence. Currently, the price Southern is charging is based on the market but they are running under capacity and had excess inventory. Therefore, Thompson is charging market price even though he is running under capacity. If Southern’s VC = 60% then the 40% represents OH and profit. To prevent conflicts in the future it must be clear that variable costs of one division are not actually fixed costs for the whole company. Thompson’s VC = $400 some of that could be FC for the whole company. (Align this alternative with Rob’s Analysis). Advantages: increases goal congruence, requires that the vice president perform a routine cost analysis, therefore requires little resources. Southern mostly supplies Northern therefore, a market based system would be difficult due to the intermediate nature of the materials being transferred, adding attractiveness to a cost based system. Disadvantages: will be very difficult to determine what profit markup will be. Northern supplies mostly to outside companies and therefore will require additional resources in his division to price internal sales. The resources needed to work through the complexity of this system might not be justified by such a low volume. Two Step Pricing The standard VC is charged per unit sold then a periodic charge is made equal to the fixed costs associated with the facilities reserved for the buying unit. Since Thompson rarely sells to other divisions this might work because the facilities needed could easily be identified. Advantages: the buying unit would have proper information needed for marketing and long-term decisions Disadvantages: requires that FC be negotiated regularly, since Thompson rarely sells to Northern the resources needed for this negotiation might not be justified. 2. Negotiation Increase communication between divisions. Currently, Northern may not know that Thompson is paying a higher then expected price for the intermediate materials they need from Southern. If Northern was aware of the amount of upstream costs and profit involved internally, it might be encouraged to forgo its own profits for the sake of the company as a whole. Profit sharing could be introduced to motivate Northern to do this. A specified set of rules would be set up when each manager is negotiating a price. Such as if there is a match in price internally and externally, the business must be kept internally. Also if the managers cannot come to an agreement on price the outside market price will be used. If true negotiation occurred at Birch, each division manager would

Whats Medicaid And Medicare Reimbursement Health And Social Care Essay

What is Medicaid and Medicare reimbursement. In this paper you will see a glance of funding issues each province has when working with reimbursement issues. The Medicaid plan administered by single provinces but besides involves federal support and is the beginning of medical coverage for low income patients. In Georgia the population wellness direction plan was implemented to measure growing in wellness attention outgos. A non-experimental attack was used to analyse claims informations from Georgia Medicaid for all plan eligible individuals for each relevant clip period ( purpose to handle footing ) . The economic impact of reimbursement is outstanding in mention to existent cost and Medicaid cost tendencies.Introduction:Medicaid disbursement represents 15 per centum of all US wellness attention disbursement. In financial twelvemonth 2007, national Medicaid plan outgos were $ 332.2 billion, with 43 per centum ( $ 142.6 billion ) borne by provinces. Entire Medicaid plan outgos are projected to increase $ 673.7 billion by 2017 at the rate of 7.9 per centum Pr twelvemonth ( Truffer, CJ, 2010 ) . Medicaid disbursement ranks 2nd among all costs in many province budgets, accounting for 17 per centum of province budgets on norm ( Wildason DE. 2010 ) . Since the state is confronting terrible budget shortages and the growing of Medicaid disbursement is increasing many provinces have adopted cost salvaging such as decreases in supplier payments, coverage and has increased cost sharing with the enrollees. Some provinces have get downing carry oning analyzes to foretell outsourcing Medicaid reimbursement to managed attention organisations ( MCOs ) , negot8iating a planetary rate per member per month ( PMPM ) . One scheme used which is increasing is the aiming of high-cost chronically ailment or handicapped subset of the Medicaid population as execution of a disease direction ( DM ) plan to better wellness results while incorporating cost ( Flowers, L, 2010 ) . The public presentation indexs of the DM plans typically include: ( 1 ) Overall cost nest eggs ( normally based on the sum spent PMPM as compared to some baseline tendency ) ( 2 ) Component cost nest eggs ( decreases in exigency room visits or hospital admittances, as compared to the baseline and ( 3 ) Tax return to investing ( which accounts for plan costs every bit good as medical nest eggs ) . However, grounds of the effectivity of these plans within either Medicare or Medicaid populations is assorted ( Gillespie JL, 2003and Bott, DM, 2009 ) . Although DM plans target persons with specific diseases, surveies of more planetary population wellness direction ( PHM ) plans aiming clinically and socially complex disabled section of Medicaid populations are thin.MethodThe Georgia Department of Community Health contracts with 2 private sector DM sellers to organize and present population wellness outcomes direction services, the plans service the aged, blind, and handicapped population in different parts of the province. This survey focuses on the plan covering Atlanta and North Georgia. Sevenn diseases were targeted for direction ( asthma, chronic clogging pneumonic disease, congestive bosom failure, coronary arteria arteria disease, diabetes, haemophilia, and schizophrenic disorder ) , the plan result and fiscal inducements are tied to overall cost and quality results for all eligible enrollees, irrespective of disease or comorbidity. Georgia paid the North Georgia vendor a $ 13.94 PMPM capitation payment. Medicaid members enrolled in the plans received a wide array of attention services, a 24/7 nurse advice line, educational services, and member/provider analysis utilizing use and claims informations. The nucleus of the intercession squad is the registered nurse â€Å" wellness manager, † but the squad besides includes societal workers, druggists, mental wellness professions, and supplier engagement staff. Georgia ‘s proposed Balancing Incentives Program will be used to further spread out the usage of community-based long term attention services through the followers: aˆ? Expand the figure of slots in Georgia ‘s five 1915 ( degree Celsius ) Medicaid Waiver Programs aˆ? Provide an addition in reimbursement for paediatric place wellness services, thereby increasing entree to home-based, station ague services and cut down yearss spent in the infirmary aˆ? Fund three new community-based services for Medicaid receivers with serious and relentless behavioural wellness demands. The services have been proposed through State Plan Amendment. aˆ? Expand intensive community-based services to youth with serious emotional perturbations and their households. aˆ? Expand the Georgia Pediatric Program ‘s Medically-fragile Day Care service through slot enlargement and age enlargement. aˆ? Adopt Georgia ‘s 12 Aging and Disability Resource Centers as the primary point of entry for place and community services aˆ? Provide web-based preparation on community-based long term attention services available to targeted referral beginnings. The proposed budget for Georgia ‘s Balancing Incentives Program is $ 19,086,355 per twelvemonth, or a sum of $ 57,259,065 over a three-year period. Activities will get down instantly upon presentment of an award with development of statewide developing toward a no-wrong-door point of entry attack, with a focal point of entry through the Aging and Disability Resource Centers. The first five slug points above are designed to significantly spread out the usage of place and community services, cut downing the hazard of institutional attention for several diverse populations necessitating long term attention.Georgia ‘s Balancing Incentive ProgramUnderstanding of Balancing Incentives Program Aims: Since 2008 Georgia has participated in the Money Follows the Person Demonstration Grant, set uping a statewide system of passage coordination to help occupants of establishments in safely returning to their places and communities. In 2007 the State ‘s Medicaid expenditures for place and community based services ( HCBS ) comprised 30.7 per centum of entire long term attention dollars spent yearly. Georgia ‘s Money Follows the Person ( MFP ) Program has successfully transitioned 737 persons from skilled nursing and intermediate attention installations into community abodes and helped spread out the usage of community services, rebalancing the long term attention expenditures for HCBS to 40.9 % by 2010. One facet of the long term support and service system that Georgia has non yet been able to accomplish is a individual point of entry for all community-based services and plans. Entry into Georgia ‘s long term attention plans remains slightly disconnected with many poin ts of entry, some easier to happen than others. Progress toward a no-wrong-door attack was achieved in 2011 when Georgia funded a service, options guidance, provided through an interagency understanding with the State Unit on Aging. Today options guidance is provided through the Aging and Disabilities Resource Centers in all twelve regional Area Agency on Aging in Georgia, supplying direct face-to-face aid to any nursing place or ICF occupant to find available resources and services necessary to ease a successful, sustainable passage. Options Counselors provide the first contact with persons identified for inclusion in the Money Follows the Person Program and serve as a referral point for nursing installation staff as nursing place occupants self-identify for community passage through usage of the Minimum Data Set ‘s Section Q. Further, Options Counselors provide passage aid regardless of purpose to take part in the MFP Program, type of service demand, age or income degree. Despite this work, Georgia still operates several p oints of entry into LTSS, typically determined by population, disablement or type of service required.Current System ‘s Strengths and Challenges:As described above, Georgia ‘s Aging and Disability Resource Centers are more widely recognized by the populace, supplier community and the medical attention system than they were merely a few old ages ago because of outreach attempts by the AAAs, the State Unit on Aging, the State Medicaid Agency and the State ‘s Developmental Disability Agency. Part of the community acknowledgment stems from a big resource database maintained by the ADRCs that presently houses over 24,000 service resources for older grownups, grownups with disablements and persons with developmental disablements. This electronically-maintained resource database relies on parts that are regionally added and maintained by the AAAs. Each part employs information system staff who develop, update and keep the database. Therefore, all information is continually checked for contact truth and any needful alterations to the services offered. One challenge of the system is its labour-intensive theoretical account, utilizing information staff to look into and update resources. BIP Program support is exp ected to supply extra resources for the enlargement of the bing Resource Database targeted toward services specific to populations non antecedently targeted. Another strength of Georgia ‘s LTSS is its traditional usage of conflict-free instance direction. In three of the five release plans a demand of instance direction registration is the absence of association with a service bureau, an association that could function as a focussed referral point for LTSS. Georgia plans to develop construction for struggle free instance direction for the other two release plans and the other plans included in the Undertaking: community mental wellness services provided through the rehabilitation option and the Georgia Pediatric Program in-home nursing service. Since neither has included a conflict-free instance direction service in the yesteryear, this is expected to show a development challenge.Outreach and Ad:Outreach to populations in demand of long term attention has been a long clip chal lenge in Georgia. Georgia ‘s Money Follows the Person Program uses the undermentioned attacks to make out to persons in demand: aˆ? Printed stuffs such as circulars and booklets aˆ? Outreach to aim audiences: referral beginnings such as infirmaries and doctors, nursing installation staff ; older grownup groups, and protagonism organisations aˆ? Education through web sites Funding Plan: Georgia will go on to bespeak province support to fit federal Medicaid financess in order to spread out place and community services through the Balancing Incentive Plan. For more specific information on support, delight refer to the Budget Narrative contained in a separate papers.Challenges:One important challenge in Georgia will be the multiple electronic information systems built to suit points of entry. Over clip organisations in Georgia have independently developed population-specific or program-specific points of entry every bit good as electronic clinical record systems. These systems have evolved over decennaries affecting important province, non-profit-making and private resources. In some plans, there are no bing electronic record-keeping systems. To extenuate this challenge, the ADRCs began working with assorted entry points for developmental disablement services and over clip have expanded the ADRC staff expertness and resource database to include this population. Through its MFP Program Georgia has begun researching engineering options that could supply a platform for transportation of information from multiple electronic recordkeeping systems.Other Balancing Enterprises:As noted antecedently, Georgia was one of the first provinces to be awarded a Money Follows the Person Grant by CMS. Additionally, Georgia is runing one of the presentation releases for kids with terrible emotional upsets to avoid the usage of psychiatric residential intervention installations whenever possible. Technical Aid: Expectations for petitions for proficient aid autumn in the countries of: 1 ) Adopting a standardised, validated paediatric appraisal tool for kids at hazard of hospitalization or institutional long term attention because of delicate medical conditions 2 ) Researching an information engineering platform to ease the transportation of informations electronically for intents of functional and fiscal eligibility for long term attention. Long Term Supports and Services Expansion/Access to Service The followers is a description of the countries of Georgia ‘s Medicaid HCBS plans that will be expanded in assorted ways to supply extra services, serve extra Georgians, or heighten entree to services. aˆ? Expand the figure of slots in Georgia ‘s five 1915 ( degree Celsius ) Medicaid Waiver Programs. The enhanced federal lucifer available through the Balancing Incentive Program will increase admittances to the Elderly and Disabled Waiver Program, the Georgia Pediatric Waiver Program for medically delicate kids, the two Waiver Programs for people with developmental disablements, and the Waiver Program for immature grownups with terrible physical disablements. aˆ? Provide an addition in reimbursement for paediatric place wellness services, thereby increasing entree to home-based, station ague services and cut downing yearss spent in the infirmary. Georgia ‘s place wellness attention rates for station ague skilled services presently offer no derived function in rates for grownup attention and the attention of kids. Home wellness suppliers report a deficit of paediatric nurses, physical and occupational healers available to supply the attention ; therefore, worker deficit consequences in higher costs. In add-on to the higher cost of attention related to the labour market, paediatric place wellness attention is non provided every bit often as that for grownups with greater geographic distances involved in attention proviso. aˆ? Fund three new community-based services for Medicaid receivers with serious and relentless behavioural wellness demands. The services are being reviewed at this clip through State Plan Amendment. If approved by CMS, the new services will offer instance direction, rehabilitation-targeted employment services, and community life supports to persons with serious and relentless mental unwellness. BIP financess will besides be used to spread out Assertive Community Treatment and a rural theoretical account of Assertive Community Treatment for non-urban countries of Georgia. aˆ? Expand the Georgia Pediatric Program ‘s Medically-fragile Day Care service through slot enlargement and age enlargement. Georgia ‘s Pediatric Waiver plan offers medically-fragile twenty-four hours attention to kids who qualify through medical necessity finding. At this clip, Program eligibility is limited to kids age five or younger. There is a demand to spread out the age eligibility limitations, supplying after school attention for medically delicate kids who attend school but need after school attention. Budget Items to Support Balancing Incentive Program Requirements: The followers is a description of the programs for conformity with the demands of the Balancing Incentive Program and the budget deductions with budget projections if known. aˆ? Adopt Georgia ‘s 12 Aging and Disability Resource Centers as the primary point of entry for place and community services: Facilitate the add-on of services and resources specific to populations non presently included in the 24,000-service database. This enlargement of the ADRC resource database is expected to necessitate an increased figure of ADRC staff or may necessitate contracts with other points of entry for cross referral and coordination of resources. aˆ? Provide web-based preparation on community-based long term attention services available to targeted referral beginnings: Will necessitate that the Medicaid Agency purchase or subscribe to a web-based preparation bundle to suit 150 – 200 participants in on-line preparation Sessionss for the intent of cross-referral and communicating between points of entree. aˆ? Develop an outreach program and stuffs in order to raise consciousness of Georgians about the handiness of options to institutional attention. A preliminary Communication Plan includes media releases and articles, booklet and posting printing, societal media posters, and website hosting. The budget for communications is projected to be $ 150,000. aˆ? Development or purchase of an information engineering system designed to ease communicating between assorted province bureaus and other points of participant entree and eligibility finding. The State Medicaid Agency is researching the usage of the eligibility system scheduled for execution in 2014 as the platform through which approved spouses will portion demographic, fiscal and functional information for the intent of eligibility finding. An extra map of the system is that of informations sharing during cross-referral to avoid applicant confusion and facilitate admittance to service without duplicate of informations aggregation.

The Character of Cities

In this course we have learned that a city’s character is â€Å"a legacy for seeing, interpreting, exploiting, and transforming its social, cultural and political opportunities as a physical community. † How is it possible for a city like Boston to have character? Well, the institutional and cultural continuity along with the resistance and reconstruction of culture has allowed the character of Boston to be defined simply by the underlying idea of conflict. Through J Anthony Lukas’ Common Ground and Richard Broadman’s Mission Hill and the Miracle of Boston, we can see that the catalyst for this sense of conflict has been social dissentions between classes and races. These dissentions are clearly detailed through both the Urban Renewal plans of Mission Hill in the 1960s and 1970s and the school busing case of 1974. When looking at the character of Boston one must understand the amount of controversy our city has encountered as well as the way they have identified and resolved these crisis’s. Through this deduction along with my own personal experience of living in Boston a step towards finding a distinct character of Boston may be possible. When analyzing conflict as the character of Boston, you will find that conflict is triadic not dyadic. This means that there are three parties involved instead of just two parties. This is important when looking at the two issues of urban renewal and busing. The concept of conflict includes established insiders with many options, struggling insiders with some options and ascendant outsiders with few or no options. When comparing this information to both urban renewal cases and the busing you will see that Boston does in fact have three parties for each of its conflicts. The politicians play the role of the established insiders; the white race plays the role as the struggling insiders and the minorities especially the African-Americans play the role of the ascendant outsiders. An alliance between the established insiders and the ascendant outsiders caused the isolation of the struggling insiders and this provides us with the busing case of 1974. When these groups form alliances or make certain deals the health of the city especially Boston may be disturbed. Boston has always been an ambivalent city when it comes to looking at new issues. This ambivalence has caused much friction and has brought much confusion and anger to the citizens of the city of Boston. For example, In Richard Broadman’s Mission Hill Miracle of Boston, you see a detailed look at the urban renewal plans for Mission Hill in the 1970s. Could it be possible that Mission Hill would end up like the West End? There was no chance that Mission Hill would end up like the West End because of the interaction and care the citizens of the Hill had for its neighborhood. Many of the people of Boston especially the Irish-Catholics had been oppressed for so long, for example the slogan, â€Å"Irish need not apply! † However when James Michael Curley came to office as mayor of Boston he gave the citizens of Boston a new hope. The conflict during his reign existed between the Yankees and the Irish. The Yankees owned the city while the Irish ran the city politically. The variance of the Yankee world of Harvard University, the Back Bay and Beacon Hill from the lives of a typical Irish Mission Hill citizen was pretty substantial. With the reign of Curley a sense of confidence in the Irish-Catholic community existed long after his term in office. Even though Curley was not reelected the atmosphere that he created in Boston lingered on and trickled down throughout the next two decades. From Mission Hill once being â€Å"an industrial neighborhood part of thriving industrial city,† is now today â€Å"an area torn by racial conflict with many burned and abandoned houses and factories with large open spaces where homes once stood. † From this 1974 quote you can get a sense of the aftermath of the urban renewal and flight of the African-American population into the projects. When the Urban Renewal Act was first presented, the citizens of the Hill were adamant about their disdain for the Act. There is â€Å"no way are they gonna take any property on Mission Hill because if they take one street then it was the beginning of the end; Mission Hill would no longer be. † The sense of community in Mission Hill was fantastic. The sense of togetherness and fight was combined and created into a massive force of angered citizens. The Urban Renewal Act was halted when the families of Mission Hill marched on the State House coming in droves of people. But the conflict between the citizens and the politicians would take a new turn when Harvard University and the hospitals would enter into the battle. New conflict, new problems. The idea of â€Å"who cares about the people only the land is important† was very evident. Before in 1941 when the first small projects were built, an affordable, easy cost of living was accessible. The difference between these projects and the ones built later in the 1950s was that you had voters and political pull actually living in these projects. So the projects were kept safe, new and beautiful. However, when the political pull was lost and the projects lost its importance blacks were forced to live there. Whites felt that Blacks were forced on them because of the Urban Renewal plan. Before this the Blacks and the Whites never really crossed paths and never had much conflict. And Harvard’s involvement had been trying to buy out the Mission Hill area since 1960. They have tried to buy it out piece by piece like a puzzle. The citizens of the Hill feel that â€Å"they are letting the neighborhood go to the dogs. † This conflict has been such a problem that some people believed in the 1970s that Mission Hill might one day not exist because of the growth of the hospitals. Boston according to J Anthony Lukas is the â€Å"cradle of liberty, no city in the nation can boast so many revolutionary events. †(Lukas, 315) When talking about conflict and the city of Boston the most recent case would be the school busing case of 1974. There is no bigger case concerning the desegregation of schools in the city of Boston. The reaction from the citizens of the city especially the citizens of South Boston and Charlestown have made Boston famous for its volatile reaction. In June of 1974 Judge Arthur Garrity found the city of Boston guilty of de facto segregation of the public school system. In that, he tried to get the school committee to adopt a plan for integration but they refused. He was forced along with the state Department of Education to devise a plan that would integrate the Boston public schools. This plan entailed busing black students to nearby white schools in order for the black students to receive an equal opportunity of education. When these black students arrived to class on September 12, 1974 they were greeted with stoned buses, people shouting racial profanities at them, and people hurling eggs and rotten tomatoes. A typical day according to Phyllis Ellison, a black student who attended South Boston High School, included â€Å"between 10 to 15 fights! † â€Å"Teachers were almost afraid to say the wrong thing, because they knew that it would excite the whole class. † On December 11, 1974 tension ran high and escalated further. A black student at South Boston High stabbed a white classmate. This created such problems that black students had to hide in the principle’s office in order to stay free from any violent behavior towards them. Parents were forced to come pick their children up; some even carried their children out. The scene in the schools was out of control. J Anthony Lukas explains how school would be canceled at least once or twice a week because tension was too high. Lisa McGoff Collins explains, â€Å"I missed so many days of my junior year from walkouts and sit-ins and boycotts, I’m surprised I got promoted. † In Common Ground, we are introduced to three very different families. Through Lukas’ extensive interviews with the black family, the Twymons, the white middle class family, the Divers and the working Irish class family, the McGoffs we are invited into the world of the desegregation case of 1974. Lukas is able to present the ideas of the city of Boston (the school committee and the politicians) as well as the ideas of the three families from three very different lenses. Lukas’ book provides us with a valuable insight into the American urban experience, as it makes clear that urban communities stem from the perceptions and fears of every type of urban resident. It is evident that the residents of South Boston fall into this category. Many students as well as their parents spent that first day of school out on the street pelting the buses with whatever objects they could find. A boycott of the schools led to a 20 percent attendance record throughout that fall. South Boston residents were angered by the way this was being forced onto them. South Boston was a safe, industrious neighborhood that was being used to bear the brunt of the busing problems. â€Å"Why should a kid from across town be forced to wear another school’s colors on the gridiron? † This sense of competition and loyalty to your hometown was ever present and strong. People felt that Garrity being a WASP was getting his ultimate revenge on the Irish of Boston, â€Å"busing would fix them. To understand what busing did to South Boston one must look at the numbers. In the decade before busing only 3 black students had been enrolled in South Boston High School. By 1986, South Boston High still had the highest percentage of white students but it was down to about 30 percent. This is a great variance from the early 1970s. South Boston was changing and the city of Boston was changing. What has busing done to the city of Boston? It has given the city a better understanding of how to live with various ethnic races. Also, it has woken the city up and gotten rid of the fright that many people lived with in Boston. The fright of the other races and the possibilities of what these â€Å"races† could do to us. As the population grew and the sense of loyalty to your hometown outgrew busing became more accepted. In a way the people of Boston have learned from this social experiment. I believe that in trying to desegregate the schools and using busing as a tool, that we have brought education in Boston to an ultimate low. However, the diversity and experiences kids are introduced to may someday help in their own personal lives. Personally, coming from a prestigious school which is now addressing its own racial quota problems; I am glad I was introduced to many ethnic people. It was not only the minorities that enriched my life but it was the other white kids from Southie and Charlestown that I became intrigued by. I was interested in how a kid like me (that looked like me and had the same interests) acted even though he or she was from a different part of Boston. In some instances I had more in common with the black kid from Mattapan than the white kid from South Boston. The issue of what type of education you want your child to be exposed to the central theme here. Do you want the prestigious scholastic education of a Boston Latin or do you want the diversity of a Snowden or South Boston High. Boston has done a pretty good job at identifying important issues for the city to deal with but the decisions they have made concerning the urban renewal and bussing have left many people wondering what is going on with the city. Maybe these instances where city officials and politicians mess up help build the â€Å"character† of the city. What type of a city is Boston? That is a question that has many answers. Is it the Athens of America or the home of Yankee conservatives who want to stamp out diversity? In an overview one can see that Boston has built its reputation through the conflict that it has encountered. Whether the city has addressed these issues with the right answers or not it has made Boston a better place to be because it has already experienced so many things. From early revolutionary leaders to the fairly recent quota case at Boston Latin, Boston had seen its share of social dissention. Boston has resolved conflicts between different groups very professionally and orderly. In the past thirty years since the busing case not many cases of racial problems have surfaced. I think Boston provides the country with a very detailed and specific look at its issues. It seems that all sides of the issue are looked at very carefully before a decision is made. Through the urban renewal case and the busing case of 1974 one can see that when finding a distinct characteristic one would find conflict to be it. This sense of conflict surrounds every issue and blankets the ideas expressed in the movie, Mission Hill Miracle of Boston and the book Common Ground.

Poem Analysis of John Clare’s First Love Essay Essay Example

Poem Analysis of John Clare’s First Love Essay Essay Example Poem Analysis of John Clare’s First Love Essay Paper Poem Analysis of John Clare’s First Love Essay Paper The verse form First Love by John Clare is written about the poet’s feelings of unanswered love for a affluent farmer’s girl. Mary Joyce. The poet uses assorted unusual effects in the verse form to convey this sense of loss. supplying deep penetrations into his head in a apparently simple and brief piece. Combined with words which reflect the temper in each poetry. these make it a really powerful verse form. An unusual signifier of contrast is used in First Love to make a powerful consequence. The usage of limited vocabulary is portion of this. evident throughout the verse form. The repeat of â€Å"sweet† suggests that the poet has non. or can non. think of another adjective. This is farther shown in the manner that he starts the 2nd stanza with â€Å"and then† . a really informal and unusual gap in a verse form. Combined with this. an informal tone is developed with the usage of phrases such as â€Å"blood rushed to my face† and â€Å"I neer saw so sweet a face† . Despite this informal tone. the message of the verse form is really insightful. as it shows a position into the poet’s head. Rhythm in the verse form is cardinal to this. making six subdivisions in the verse form. with the rime strategy for each being A. B. A. B. or for illustration â€Å"hour† . â€Å"sweet† . â€Å"flower† . â€Å"complete† . These subdivisions of four lines each can be seen as single ideas of Clare. as they each trade with a somewhat separate subject. Rhetorical inquiries such as â€Å"Is love’s bed ever snow† besides contribute to this consequence. as they are about addressed back to the poet. supplying an penetration into his head. Making a thoughtful. chew overing atmosphere. these make First Love a powerful verse form by contrasting the deep penetrations into the poet’s head and the effects this love has had on him with the simple tone and vocabulary. Divided into three stanzas. the verse form examines the effects of John Clare’s unrequited love for Mary Joyce. Stanza one deals with his initial effects she has on him. such as the entire awe and daze at her beauty. In the first line. â€Å"struck† and â€Å"hour† create a metaphor of a clock. connoting that this is the start of a new hr. or epoch in his life. The manner that she has wholly taken over Clare’s life is apparent in the usage of â€Å"stole my bosom away† . and his weakness in her custodies is exemplified by his legs refus [ ing ] to walk away† and the inquiry. â€Å"what could I ail? â€Å" . These words combine to demo that the sight of Mary Joyce for the first clip has left the poet helpless and overcome by her. making a powerful consequence. Clare’s affected perceptual experience of world is shown in the 2nd stanza. The metaphor of his love taking his â€Å"eyesight rather away† so that the â€Å"trees and bushes† â€Å"seemed midnight at noonday† shows the reversal of Clare’s worldviews as a consequence of this love. The manner that â€Å"words from [ his ] eyes did start† . which â€Å"spoke as chords do from the string† conveys the range of this. that he begins to speak in a different manner. one that is universally recognised like music – the linguistic communication of love. These two metaphors make the verse form powerful by conveying the consequence love has had on the poet. The concluding stanza changes the tone of the verse form. keening the fact that Clare’s love is unanswered. Introduced by two inquiries which compare Mary Joyce to â€Å"winter† and â€Å"snow† . it shows that she is cold and difficult. It so concludes by associating Joyce’s â€Å"sweet†¦ ace† back to the â€Å"sweet flower† mentioned in the first stanza. but shows that she has trapped him. so that his â€Å"heart† â€Å"can return no more† to where it one time was. The pick of cold. unforgiving words such as â€Å"winter† . â€Å"snow† and â€Å"silent† creates an ambiance of plaint and sorrow. and the concluding line links back to the first. which implies the start of a new age for Clare. as he â€Å"can return no more† . This stanza makes the poem powerful by efficaciously reasoning the verse form. and by presenting the sorrow which is the concluding consequence love has had on the poet. The power and effectivity of First Love is non in the ready-made message of unanswered love itself. but the manner that it portrayed. Clothed in a simple vocabulary and soft metre. a deep message is concealed which evokes great understanding in the reader. By opening a window into the poet’s head. the reader is able to see the complete hold the love has on Clare’s life and ideas. Accomplished through contrast and effectual word pick. this is the ground John Clare’s First Love is such a powerful verse form.

The Function of Prefixes in English Grammar

The Function of Prefixes in English Grammar In English grammar and morphology, a prefix is a letter or group of letters attached to the beginning of a word that partly indicates its meaning, including examples such as anti- to mean against, co- to mean with, mis- to mean wrong or bad, and trans- to mean across. The most common prefixes in English are those that express negation,  like a- in the word asexual, in- in the word incapable, and un- in the word unhappy - these negations immediately alter the meaning of the words the are added to, but some prefixes merely change the form. Interestingly enough, the word prefix itself contains the prefix pre-, which means before, and the  root word  fix, which means to fasten or place; thus the word itself means to place before. Letter groups attached to the ends of words, conversely, are called suffixes, while both belong to the larger group of morphemes known as affixes.   Prefixes are  bound  morphemes, which means they cant stand alone. Generally, if a group of letters is a prefix, it cant also be a word. However, prefixation, or the process of adding a prefix to a word, is a common way of forming new words in English. General Rules and Exceptions Although there are several  common  prefixes in English, not all usage rules apply universally, at least in terms of definition. For instance, the prefix sub- can either mean something below the root word or that the root word is below something. James J. Hurford argues in Grammer: A Students Guide that there are many words in English which look as if they begin with a familiar prefix, but in which it is not clear what meaning to attach either to the prefix or to the remainder of the word, in order to arrive at the meaning of the whole word. Essentially, this means that sweeping rules about prefixes like ex- in exercise and excommunicate cannot be applied. However, there are still some general rules that do apply to all prefixes, namely that they are typically set as part of the new word, with hyphens only appearing in the case of the base word starting with a capital letter or the same vowel that the prefix ends with. In The Cambridge Guide to English Usage by Pam Peters, though, the author does posit that in well-established cases of this type, the hyphen becomes optional, as with cooperate. Nano-, Dis-, Mis- and Other Oddities Technology especially utilizes prefixes as our technological and computer worlds get smaller and smaller. Alex Boese notes in the 2008 Smithsonian article Electrocybertronics, that lately the prefix trend has been shrinking; during the 1980s, mini- gave way to micro-, which yielded to nano and that these units of measurement have since transcended their original meaning. In a similar way, the prefixes dis- and mis- have come to slightly transcend their original intent. Still, James Kilpatrick claims in his 2007 article To dis, or Not to dis, that there are 152 dis- words and 161 mis- words in contemporary lexicography. However, many of these are never spoken like the word misact, which starts the mis- list, as he calls it. The prefix pre- also has a bit of confusion in modern vernacular. George Carlin famously jokes about the everyday occurrence at the airport called pre-boarding. According to the standard definition of the prefix, preboarding should mean  before boarding, but as Carlin puts it What does it mean to pre-board? Do you get on [a plane] before you get on?

Individual Determinants of Health A 600-word individual writing piece Essay

Individual Determinants of Health A 600-word individual writing piece - Essay Example This stressed behaviour would also prove to be a challenge because it might prompt him to be reckless in his behaviour – wanting to find a shorter and faster way to recover from his injuries so that he can get back to work and take care of his family. Reckless behaviour may include attempting to speed up the rehabilitative process and gaining independence in the conduct of his daily activities – even if he cannot function independently as yet. This would put him at risk for further injuries like falls. I also believe that Tom’s depression would prove to be a great challenge for me as a human services professional. The rehabilitative and recovery process requires a strong will and determination in most patients. Although Tom is obviously worried about his family, he also displays depressed and sad behaviour. His situation and the fact that he is unable to support his family is a source of depression for him. He feels incapacitated by his condition and these conditions will further slow his recovery. His depression would make him feel like he is useless to his family and would drain him of energy and fighting spirit. His lack of social interaction with his friends due to his limited mobility would certainly not give him strength and motivation to help himself recover from his injury. I would prevent Tom’s stressed behaviour from impacting on me working effectively with him by meeting with his family and to let them know about Tom’s worries. I would also coordinate with his work employers and seek some reassurances from them about Tom’s work and how his family can be assisted while Tom is not working. By taking away his worries about his family, he would be able to free his mind and just concentrate on the rehabilitative and recovery process. It would make him less anxious and less stressed about his life and consequently would allow his full concentration and cooperation