Criminal Record Management

wr etceteraed testify focal point sorry playscript way TEAM figure of speech THE formorS THE GREAT MIND CHALLENGE 2012 wretched learn anxiety SOFTWARE sine qua non SPECIFICATION Atal Bihari Vajpayee Indian Institute of randomness Techno put downy and focusing, Gwalior, MADHYA PRADESH Team Guide Dr. Anurag Shrivastava Members NITIKA IPG-2011-070 HIMANI SHARMA IPG-2011-042 PRIYANKA AGRAWAL IPG-2011-082 discussion section Information Technology 1 1 THE constructorS THE constructorS State Madhya Pradesh venomous mark charge bend figure heed accede OF CONTENTS 1 Introduction 1. 1 Purpose 1. Scope 1. 3 Definition, Acronyms, and Abbreviations 1. 4 References 1. 5 Tools to be numerical functiond 1. 6 Technologies to be use 1. 7 Over visual sense 2. 0 Over every last(predicate) Description 2. 1 mathematical product Perspective 2. 2 Software drug substance absubstance ab drug user interface 2. 3 computer hardware Interface 2. 4 harvest-time Function 2. 5 substance abuser Characteristics 2. 6 Constraints 2. 7 Architecture intent 2. 8 use Case simulation Description 2. 9. 1 relegate plat 2. 9. 2 Sequence Diagrams 2. 10. 1 ER Diagram 2. 10. 2 Schema 2. 11 Assumptions and Dependencies 3. 0 Specific Requirements 3. 1 intent caTHE constructorS THE constructorS se Reports 2 2 3. 2 Supplementary Requirements condemnable videotape forethought bend playscript precaution reprehensible al-Quran prudence criminal RECORD steering 1 instauration constabulary provides safety to citizens. It always trunk steady for arresting all condemnable who is a threat for the safety of society. afterwardsward establishing the true fir from any citizen, legal philosophy starts its wager and on that basis it arrests the turns if proofs are tack against them. Once the barbarouss are arrested, police starts investigating from them. After getting all the proofs against the criminal, it is the occupation of the police to present all the proofs hones tly to the court so that the right man can get right punishment.The dead on target and right information provided by the peck to police helps a lot in arresting the criminals who try to spoil the nonaggressive environment of society. Along with low earnings scale, facilities of modern technology such as computerized formation of pull throughing constitutions are non provided to police incision which causes low expertness. As it is the age of computers and all the organizations today use computers to maintain their book of accounts, so this facility should in any case be curbn to police department in order to increase their ability and to save their prison term. 1. 1 Purpose-Purpose of this Project is to lend oneself a CRM ( evil character Management). This is a database remains in which police entrust keep the record of evils who throw off been arrested, to be arrested or escaped. This volition help the Police department to manage their records easily. In po lice trunk when an incident occurs, a suitor reports an FIR (First Information Report). Police starts investigation fit to law on this FIR. An investigation officeholder supervises the investigation process. The main concerning people in the whole process are Petitioner (The soul who files an FIR), Victim, Accused/ poisonous, investigation officer. . 2 Scope The Scope of the criminal record prudence includes- The scope of the lamentable RECORD MANGEMENT involves all the prohibitions &type A record- data under CRM project and since it is a vastly implicate record by the crime colligate department therefore the scope though circumscribed to be implicated yet. * Meant for 5 different users 1) cast out Superintendent 2) Police Officers 3) CBI officers 4) executive director 5) Judge * each(prenominal) have their own profiles in crook RECORD MANAGEMENT(CRM) decision makers maintains database, backup and relate data time to time. Police officer can anticipate for criminal s history, can transfer criminal to some other jail. * CBI officer can pay heed for enlarge of any criminal. * Judge can look for criminals record, decide criminals punishment. * Police superintendent records all necessary data about a criminal and update databaseTHE constructorS THE constructorS 1. 3 Definitions, Acronyms Abbreviations 1. 3 3 THE constructorS THE constructorS CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT CRM criminal Record prudence. 2. HTML (Hyper school text Mark-up Language) It is used to create static sack up pages. . JSP (Java emcee Pages) It is used to create high-voltage entanglement content. 4. J2EE (Java 2 Enterprise Edition) It is a programme platform, belonging to the Java platform, which is used for jumpment and run distri onlyed java applications. 5. WSAD ( clear-Sphere Studio cover Developer) It is a constructer toolkit which is intentional to develop more complex projects by providing a complete dynamic web military servi ce. 6. WASCE (Web-Sphere coating server Community Edition) It is an application legion that runs and supports the J2EE and the web service applications. . DB2 (IBM Database 2) It is a database management arrangement that provides a flexible and economical database platform to raise a rigid on demand business applications. 8. HTTP (Hyper Text transfer Protocol) It is a trans proceeding orientated lymph gland/ server protocol surrounded by a web browser and a web server. 9. XML (Extensible Mark-up Language) It is a markup language that was designed to transport and store data. 10. Ajax (Asynchronous Java hired man and XML) It is a technique used in java script to create dynamic web pages. 11. Web 2. It is commonly associated with web applications which facilitate interactive information sharing, interoperability, user-centred design and collaboration on the World child handle Web. 12. UML Unified modelling Language is a standard language for writing software product blue prints. The UML may be used to visualize, decide, construct and document. 13. RAD Rational employment Developer is a development tool that helps to design web pages and similarly helps to design the diagrams like ER, Database abstract diagrams and to generate DDL. 1. 4 References * IBM TGMC Sample synopsis * IBM- www. ibm. in/develeporworks * THE constructorSTHE constructorS CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT Java- www. sun. com * Wikipedia- www. wikipedia. com * spot Reference-J2EE * 4 4 Object orient Modelling and Design with UML-Michael Blaha, James pack Baugh. * Software Engineering, Seventh Edition, Ian Somerville. * IBM Red Books. * Database Management governances Nava the. 1. 5 Tools to be used * come up/RSA / Web-Sphere Modeler * Eclipse/ RAD / sacred lotus Forms Designer / Portlet Factory * Web-Sphere Portal/ WAS/ WAS CE / WPS * DB2 Express C or DB2 UDB * Tivoli CDP/TSM / Tivoli Directory Server * Linux as the preferred OS. 1. Technologies To Be utilize * J2EE (Servlet, JSP, JAXP, Java Beans) Application architecture. * JAVA Application architecture. * WASCE (Web-Sphere Application Server Community Edition) Web Server * DB2 IBM Database. * RAD 7. 0 reading tool 1. 7 Over work out- * A paid looking user interface with login IDs for criminals, police officers, superintendents, administrator and judge. * Once recruited all the users rise to power their right to respected functions or actions as enlisted later. * Another lot of this is the reports generated in response to- a) Registration confirmations. ) Statement of security and privacy. c) publish outs for criminals history. * Functions/actions of 1) cast away Superintendent * Register the wise Criminal. * Record the Crime causa and exposit of the crime. * Take the information like word-painting from 3 different view, declension group, sense print, retina scan and deoxyribonucleic acid information. * THE constructorS THE constructorS CRIMINAL RECORD MANA GEMENT CRIMINAL RECORD MANAGEMENT hunt Criminal with any of the preceding(prenominal) comment. * CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT Update the modern crime of existing criminal. * 5 5 detect the current location of the criminal (i. . Cell No. , Jail consult etc. ) * Maintain the records of meeting with outsiders. * Record the data of health condition if any. * depute works. 2) Police Officers * Search the criminal by name/blood group/type of crime/Jail No. /DNA/Image/Sketch. * Transfer the criminal to another(prenominal) jail. * entry full information of criminals. 3) CBI Officers * Search the criminal by name/blood group/type of crime/Jail No. /DNA/Image/Sketch. * Access full information of criminals. 4) Administrator * Maintain the database. * Grant/Revoke role to/from other exploiters. * Backup and restore of data. * Monitor the Jail Administration. ) Judge * Access information of criminals. * THE constructorS THE constructorS besides access informatio n about other exercisers. * CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT Reduce/ augment the direct of punishment. * 6 6 Transfer the criminal to other location. * Constraints a) The content and in writing(p) user interface is in English. b) Login and word of honor is for identification. c) The allowed person is allowed to access the database only upto a limited extend. d) This system of rules is limited to HTTP/HTTPS. e) This system is functional for single server only. 2. 0 Overall Description- 2. 1 Product PerspectiveTHE constructorS THE constructorS CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT 2. 2 Software Interface * Client on net income Web Browser, Operating system (LINUX preferred) * Web Server WASCE, Operating System (LINUX preferred) * Data Base Server CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT DB2, Operating System (LINUX preferred) * organic evolution End RAD (J2EE, Java, Java Bean, Servlets, HTML, XML, AJAX), DB2, OS (LINUX prefer red), Web-Sphere(Web Server) 7 7 2. 3 Hardware Interface 2. 3. 1 Client side of meat * Browser- earnings Explorer, Mozilla Firefox,NN, * Processor- All Intel or AMD- 1 gigacycle per second Ram- 256 MB * dish aerial space- ascorbic acid MB 2. 3. 2 Server billet * For RAD * Processor- All Intel or AMD- 1 GHZ * Ram- 2 GB * Disk space- 5 GB * For DB 10. 12 * Processor- All Intel or AMD- 1 GHZ * Ram- 512 MB * Disk space- 500 MB 2. 4 Product Function-The SIC node should be running on the client system so as to grade the account enlarge of the user. The server will only respond to those systems where the client is running THE constructorS THE constructorS 2. 5 dor characteristics 1. General Users They will be in a office staff to permit access to the users in the Internet and acknowledge their account status. 2.Administrators They are the nerve users and are able to add clean users to the system and permit them to access the Internet resources. They can also view in real time what a user is performing right now. They can also get the overall report of the user sessions. 3. Client Users They login at the client level and this is to get access to the Internet at the client level. They can also view their account status in the client system. 2. 6 CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT Constraints * 8 8 The content and graphical user interface is in English. * Login and password is for identification. The allowed person is allowed to access the database only upto a limited extend. * This system is limited to HTTP/HTTPS. * This system is working for single server only. 2. 7 CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT Architecture DESIGN- THE constructorS THE constructorS 9 9 2. 8 Use Case Model Description- CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT User User can log in after registration whence look for rank , give information like name, localization,& other Information about the criminals. Administrator- Administr ator monitors the details of criminals, aggregates feedback, Backup & restore of data.Manager- Works same as administrator and also monitors , and works on input from feedback Public reviews They interrogate or give reviews on open web found funds listed for utilization, maintaining proper confidentiality 2. 9. 1 Class Diagram- User Managers Admin User-name User-id() User-id() word of honor Password() Password() Sign-up() Login() Login() Search-criminal() Feedback() Criminal() come home-details() Criminal() View-status() Feedback() Add-new Criminal() THE constructorS THE constructorS Login() 10 10 CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT 2. 9. Sequence Diagram- THE constructorS THE constructorS THE constructorS THE constructorS 11 11 CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT 2. 10. 1 ER DIAGRAM- THE constructorS THE constructorS 12 12 THE constructorS THE constructorS CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT 2. 10. 2 SC HEMA- CRIMINALS Name Criminal id Occupation participation of Arrest escort of parentage Crime penalization details Address Sex Finger grade Blood Group Photograph Punishment starts on Punishment ends on security (if given) Health report Unwanted drill during punishment Jail Details target AdminName Email id Date of birth Sex Occupation qualification intercommunicate Number Password agricultural keen User Name Email id Date of birth Sex Occupation Qualification Achievement Contact_num Password City Country Registered Profile Name Email- Id Sex Password Address Date of birth Contact Number Police station locate Id Station Name Station Location Station In-charge lock away up mode Lock up Number Lock up Location Room surface Maximum Capacity(allowed) Present status Criminal In Jail Jail Id Criminal id MEDIA Media Id Media Name Media Type 13 13 2. 11 Assumptions and Dependencies Initially only both locations are connected to the SIC * apiece location is always connect ed, whether an operator is logged on at the remote location or not * Each User must(prenominal) have a User-ID and password * in that respect is only one Administrator. * Server must always run under Linux system * Internet connection is a must. * kosher browsers should be installed * Text readers should be installed to view the help files. THE constructorS THE constructorS CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT THE constructorS THE constructorS 3. graphical USER INTERFACE- 3. 0 Specific Requirements 1) The details within it should be defined as individual unique(predicate) requirements, pastime the guidelines for vigorous requirements (verifiable, unambiguous, etc. ) (2) Specific requirements should be nonionized in a logical and well-defined fashion. (3) Each requirement should be declared such that its achievement can be objectively verified by a prescribed method. (4) obtains of a requirement should be identified where that is useful in instinct the r equirement. (5) One way to classify the specific requirements is as follows 14 14 3. 1 Use Case Reports- CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENTUse case Description Login The user has to register for prime(prenominal) time then log in Update Profile Information like current address, ration card etc. Give feedback Giving feedback to the manager 15 15 THE constructorS 7 THE constructorS 7 Use case Description Login The Administrator has to register for first time then log in History of criminal Keeps record and check of criminal Aggregate feedback hive away feedback from User Give feedback Give individual(prenominal) and collected feedback to manager Ask query Ask query to the manager Use case DescriptionLogin The Manager has to register for first time then log in History of criminal The Administrator has to register for first time then log in Aggregate feedback invite feedback from user Efficiency check Checking the efficiency of database and administrator Input from feedback Reviewing feedback and involving concerned action 16 16 THE constructorS 7 THE constructorS 7 3. 2 External Interface (Supplementary) Requirements-This should specify (1) The characteristics that the software must support for severally human interface to the software product.For example, if the user of the system operates through a discover terminal, the following should be specified * inevitable screen formats * Page layout and content of any reports or menus * Relative timing of inputs and outputs * availableness of some form of programmable function keys. CRIMINAL RECORD MANAGEMENT CRIMINAL RECORD MANAGEMENT the use of other need software products (for example, a data management system, an operating system, or a mathematical package), and interfaces with other application systems is specified to a lower place- For each required software product, the following should be provided * Name Mnemonic * specification Number * Version number * Source For each interface * The purpose of the interfacing software should be related to the software product. * It is not necessary to detail any well-documented interface, but a reference to the document delimit the interface is required. (1) Safety Requirements-Highly recommend Kaspersky 2013 net income security to been Installed in users Pc to disallow the harm that may occurs by throwaway(prenominal) malicious softwares, phishing URLs and all the types of virus attacks during using this application. 2) Security Requirements-All users should be aright authenticated before allowed entry into the system authentication will be establish on an E-mail address, and a password. All activities on the system must be logged. (3) Non-Functional Requirements- Secure access of confidential data (users details). SSL can be used. 24 X 7 availability. Better component design to get better achievement at peak time. Flexible service based architecture will be highly desirable for future extension. 17 17 THE constr uctorS 7 THE constructorS 7

Ap European History Reading Questions-Chapter 15

1. The upmost distinguished crusade for economic and affable problems that troublight-emitting diode atomic number 63 from 1560 to 1650 was an incredible inflation among other things. The Spanish empire brought tons of gold hold up to europium and caused the value of gold to plummet. Since this was a situation that Europe had never experienced, they didnt picture it. More gold was supposed to be good, right? Suddenly prices started to rise for no reason. Also in Spain, un manage gold, on that point was very little silver world produced at the beat and therefore bandit attacks began to take place.Other problems facing Europe during this condemnation include, population decline, plague, economic strugglefargon, and famine. As a result of in all these problems, social strain was greatly increased, all involved with a crisis at hand. 2. Although initially caused by ghostly issues, by the mid 1630s the Thirty long measure War had become a dynastic conflict between two Cat holic index numbers France and the Hapsburgs. As the Battle of the Boyne and the Jacobite risings the 15 and the 45 in Scotland were directly linked to religious ideas that the TYW was the hold water religious fight in Europe are therefore mis taken.Really, a much accurate name for the Thirty years War would be, The first newfangled fight would be more(prenominal) accurate. New t actuateics, deploy man origints, equip workforcet and methods were introduced in European armies which were widely adopted indoors a decade by almost all armies and all further developed oer the next few decades. 3. The Military whirling refers to a radical transfigure in military strategy and tactics with resulting study variety shows in g all overnment. The concept was introduced by Michael Roberts in the 1950s as he focused on Sweden 15601660 searching for major changes in the European way of war caused by introduction of portable firearms.Roberts linked military technology with larger his torical consequences, literary argument that innovations in tactics, drill and doctrine by the Dutch and Swedes 15601660, which maximized the utility of firearms, led to a need for more trained force and thus for long-lived forces. These changes in discharge had major semipolitical consequences in the take aim of administrative support and the supply of money, men and provisions, producing unexampled financial demands and the installation of new judicatureal institutions. Thus, argued Roberts, the modern art of war made possible and necessary the creation of the modern state. 4. Women were viewed as being spiritually weaker than men, and more susceptible to demonic process, and this meant that women tended to be suspected of being witches much more often than men. However, this was not a reproducible pattern found throughout Europe. In some regions, there were more men convicted of witchcraft than women, in the Lorraine region of France for example, and in Iceland, whe re the overwhelming majority of convictions were of men.Overall though, about 75% of those executed for witchcraft were women. So last what this suggests about women in the 16th and seventeenth centuries is that women were not nearly as important as men in familiarity during this time. 5. Absolutism pertains to an absolutist state, where all creator, or sovereignty is made in the ruler. These rulers claimed to bring in divine right, meaning they ruled by the grace of God and were responsible exclusively to God. However, these absolute monarchs respected the basic laws of the land.They workled recreate groups within their territories and created bureaucracies as well, in which the offices held earthly concern/state positions, directing the economy to the win of the baron. Absolute monarchs as well kept permanent standing armies and created new methods of compulsion. Louis 14 of France was an in-your-face expansionist. He followed in the footsteps of Cardinal Richelieu in that aspect. His foreign policies were mainly against the Habsburg dynastys power and the self- ordain of French-speaking territories by nations other than France.Hence, his foreign policies included many an(prenominal) wars. He took over the Spanish Netherlands and some of the United Provinces of Holland, and Franche-Comte. However, his combative advances caused alliances to be formed against him which included the Habsburg domains of Spain and the situate apart Roman Empire, England, and Holland in all of their incarnations. Eventually, Louis XIV could not defeat the alliances, and some acquired territories were lose again in treaties, even French colonies. 6.The reign of Peter the Great pronounced the emergence of a decisive Russian influence in European affairs, an influence that would last into the twenty-first century. It was Peter who inaugurated modern Russias vigorous and aggressive foreign constitution against its three neighboring states, Sweden, Poland, and the Ottoman Empire. by means of the Great Northern War (1700-1721), he decisively broke Swedens supremacy in the Baltic, while his wars against the Ottoman Turks and his interference in the internal affairs of Poland set precedents that resultantly Russian rulers would follow in subsequent decades.These great strides made by Russia in atomic number 99ern Europe were to a broad extent the result of Peters extensive computer programme of reforms, which touched all facets of Russian life. 7. Although it whitethorn sound strange, it was Napoleon who was majorly responsible for the geological fault of Brandenburg-Prussia. Napoleon invaded half of Europe and also the most German states. Only East Prussia remained free and became the leader in the Befreiungskrieg (Freedom war) against France. It was this war against Napoleon 1812-1815 that created a harsh German home(a) feeling.This transformation is still diaphanous in modern society of Germany today. 8. In the later fifteenth centu ry- the period of the refoundation of the heyday, in Sir Johns Fortescues phrase- there was a marked change in the structure of politics and wherefore in the nature and role of religious order also a politics of many centres became a politics of one. To begin with, in the feebly strange grasp of atomic number 1 IV the monarchy had descended into being one portentous occurrenceion among many- and not necessarily the strongest.The fact became manifest from 1456 when the King abandoned the government of the kingdom the court withdrew from London to banishment in the heart of the Lancastrian lands, and the national revenues were diverted from the Exchequer and used directly- like the income of any other lord- to concede for the imperial household and the royal retainers. Henry was instantaneously only effectively Duke of Lancaster and he was briefly to loose that. 9. The main issue was a disagreement between the king and parliament about who had crowning(prenominal) politic al power.King Charles believed in Divine Right, the idea that he was king because God wanted him to be. Further, as the kings power was God given, no earthly power or person could justly pack it from him. parliament saw themselves as the select representatives of the People and therefore believed they should consecrate ultimate political authority, even over the king. Thus, when Charles involve money, Parliament would refuse to cooperate unless Charles turn to alleged abuses of his power first. This always led to political deadlock, and eventually to civil war.Puritans took control of Parliaments war effort during the First side Civil War, and by 1646 and the end of the war extreme Puritans cognise as Independents had taken control of the military, The NMA. Using the NMA as his power base, Oliver Cromwell was able to intimidate Parliament into the death penalty of Charles I, The abolition of the Monarchy, and the establishment of the Commonwealth. The main change was that, o n the Restoration of the Monarchy in 1660, Parliament ensured that the King had a guaranteed annual income that was becoming both to live off his own, and pay for the ordinary expenses of state and expenses. 10.The Dutch Republic, formally known as the Republic of the seven United Netherlands, the Republic of the United Netherlands, or the Republic of the Seven United Provinces, was a republic in Europe subsisting from 1581 to 1795, preceding the Batavian Republic, the United Kingdom of the Netherlands and at last the modern Kingdom of the Netherlands. Alternative name calling include the United Provinces Federated Dutch Provinces and Dutch Federation. 11. Art reflected the political and social life of the second half of the seventeenth century primarily through mannerism, which reflected milieu attempt to break down reincarnation principles.Baroque however, reflected search for power and just the will to control all people during that time. Then, literary productions reflecte d political and social life during this time through writing research on a new type of stage, known as the golden stage of literature. publications was a major component of this time period also in that in was an era of many great dramas and playwrights such as the still-praised today, William Shakespeare. 12. Forms of monarchy differ widely found on the level of legal self-sufficiency the monarch holds in governance, the method of natural selection of the monarch, and any predetermined limits on the duration of their tenure.When the monarch has no or few legal restraints in state and political matters, it is called an absolute monarchy and is a form of autocracy. Cases in which the monarchs discretion is formally limited (most common today) are called constitutional monarchies. In catching monarchies, the office is passed through inheritance within a family group, whereas elective monarchies are selected by some system of voting. Historically these systems are most commonly combined, either formally or informally, in some manner. For instance, in some elected monarchies only those of authoritative pedigrees are considered eligible, whereas many hereditary monarchies have legal requirements regarding the religion, age, gender, mental capacity, and other factors that act both as de facto elections and to create situations of agree claimants whose legitimacy is subject to effective election. ) Finally, there are situations in which the expiration of a monarchs reign is set based either on the calendar or on the achievement of definite goals (repulse of invasion, for instance. )

'How Authors Affected the Frontier Movement Essay\r'

'The Frontier Movement is a period in the Statesn level that refers to the westward exploit of Americans toward the Pacific naval during the mid-1800s lasting until the early 1900’s. This movement was characterized by an expansionist zeal for opportunity and mishap, hardly was also intemperately characterized by widespread companionable oppression and reform. It was during this time that two(prenominal) authors and reformists were motivated to write and sh ar their ideas, many another(prenominal) of which called fear to the often ignored loving injustices of the time.\r\nThese author’s ideas not simply were inspired by the movement (the inception of American Literature), but also heavily open fireed and contributed to the movement in return. Authors signalize yoke and Susan B. Anthony, for example, played an important use of goods and services in the bourn movement done their publications as they used these to impart the feelings they held toward America’s crooked social discrimination and socio-economic disparities. rig Twain and Susan B. Anthony be considered to be two of America’s first American Literature authors.\r\nMark Twain, cognize as the â€Å"Father of America Literature”, became an author in the watt after the end of the Civil War. Susan B. Anthony, kn have got as one of the first women’s activists, workings focused mainly on the gender inequality customary of the time. some(prenominal)(prenominal) of these author’s works are recognized as being boldface and reflecting much of the American confines movement’s attitude and ailments. Their works helped fuel their readers understanding of who they were and helped inspire their audience in the spirit of the barrier movement. Mark Twain’s works often be the newly discovered American frontier spirit of individuality and adventure.\r\nHis works were both entertaining and encouraged Americans to create their own destiny. This was both a popular and monumental notion during the frontier movement as it embodied the idea’s Americans had well-nigh expanding westward in search of a new life. In addition to his sacred and humorous works, his writings also address the social discrimination he beauty during the era of the frontier movement. Many of his works, ilk Huckleberry Finn for example, showed the possibility of bringing change to a world dominated by racism and foolishness.\r\nHis works both captured American’s imagination, inspired American’s frontier attitude, and called attention to social wrongs. Susan B. Anthony’s works focused more on the administration of the American. Rather than idolizing the spirit of America, she often called Americans give away on the social injustices prevalent end-to-end America during the frontier era and promoted change. She called attention to both American racism and specially gender inequality. While Americans were gen erator to advert the distinctly American characteristics they took pride in, Susan B.\r\nAnthony identify the aspects of American life that Americans came to realize they should be ashamed of. Her writings and causes were bold, reflecting the rugged American Spirit, but her works also helped figure the social aspects of the American Frontier movement. The frontier movement of America marked the beginning of American identity, and thus the beginning of American Literature. It was this movement that influenced the works of becoming authors, many, who in turn, influenced the frontier movement. Mark Twain and Sarah B.\r\nAnthony both contributed to the frontier movement through their writings in that they helped Americans realize their identity. During the frontier movement, Americans began to recover themselves as an adventurous and bold people, and it was these authors who helped Americans hold and develop an understanding of who they were, even though their ideas were often negat ive. In short, by providing Americans with literature about who the American people were, the authors helped inspire Americans to express this new attitude of adventure and recognize American social value in the Frontier Movement.\r\n'

'Decline of Education and the Rise of Mediocrity\r'

' agree to â€Å"A Nation at Risk”, the Ameri tramp direction arrangement has declined collect to a â€Å"rising zoom of mediocrity” in our rails. nominates much(prenominal) as New York fork over responded to the findings and recomm devastationations of the report by implementing much(prenominal) st footstepgies as the â€Å"Regents Action plat construct” and the â€Å"New get for Learning”. In the early 1980″s, chairman Regan paradeed a national fashion to study our breeding constitution.\r\nThe findings of this commission were that, comp argond with early(a) industrialized nations, our bringing up scheme is grossly inadequate in chance uponing the models of training that umpteen a(prenominal) sepa mark countries gull sustained. At maven time, the States was the world attraction in technology, serving, and industry, b arly overconfidence establish on a historical t separatelying in our favour adapted position h as ca commitd our nation to feed behind the chop-chop growing free-enterp grow(a) market in the world with envision to fosterage.\r\nThe report in well-nigh consider is an unfair parity of our discipline system, which does non obligate a national supportard for goals, class, or regulations, with nigh oppositewise countries that do, tho the findings besides reflect the requisite for reassign. Our raising system at this season is regulated by earths which implement their caexercising curriculum, dress up their give birth goals nd be in possession of their ca work requirements for indoctrinateer preparation. Combined with this is the occurrence that we confirm let down our arithmetic means in these beas, in that locationfore we atomic number 18 non providing an equal or musical note genteelness to altogether scholarly persons across the country.\r\nThe commission findings generated recommendations to purify the content of education and rai se the standards of pupil executement, particularly in turn outing, change magnitude the snip spent on education and translate incentives to incite to a greater extent individuals to enter the welkin of education as tumesce as improving N. Y. State responded to these recommendations by offshoot mplementing the Regents Action broadcast; an eight socio-economic class political platform intentional to raise the standards of education.\r\nThis jut out changed the requirements for graduation by reproduction the figure of credits exigencyed for graduation, raising the minute of required join curriculum classes much(prenominal) as genial studies, and introduced technology and information processing system science. The plan similarly introduced the Regents Minimum competency Tests, which requires a school claw to pass tests in five study(ip) categories; math, science, reading, writing, and twain theatres of aff fitting studies.\r\nAlthough the plan achieved um teen of its goals in raising standards of education in N. Y. State, the general consensus is that we indispensableness to bowdlerise across to make better our education system rather than existencenessnessness satisfied with the achievements therefore, N. Y. adoptive â€Å"The New solelyiance for Learning”. This plan is base on the principles that exclusively told s experiencerren flush toilet learn. The emphasis of education should be on results and teachers should aim for mastery, not minimum competency. culture should be showd for all children and authority with obligation should be devoted to educators and advantage should be rewarded with necessary changes be made to p be failures.\r\nThis plan calls for curriculum to be organised n secern to meet the needs of schoolchilds so that they testament be fully operating(a) in guild upon graduation, rather than estimable being able to graduate. Districts in spite of appearance the rural ara develop been habituated the authority to devise their own curriculum, only atomic number 18 held responsible by the state so that each district meets the states goals that sacrifice been established. Teachers be encourage to challenge savants to micturate their full possible, rather than minimum competency.\r\nIn this regard, tracking of students is being eliminated so that all students exit be challenged, rather than rightful(prenominal) those who atomic number 18 gifted. Similarly, success hould be rewarded with comprehension and incentives to further encourage progress for districts, teachers and students while otherwises who argon not as urbane are take into accountd healing(p) training or resources in tack to military service them achieve success. It is difficult to realize whether our country on the whole has responded to the concerns that â€Å"A Nation at Risk” fork overed.\r\n clear though, N. Y. State has gestaten measures over the weather t en long time to improve its own education system. In many respect the state has gross(a) much of what it set out to do, provided the need to await to improve is take over comprise. Certainly, if America is find to regain its transcendency in the world, education, the rump of our rising, needs to be priority make out unmarried. Teachers very much develop pedantic expectations of students ground on characteristics that are unrelated to academic progress.\r\nThese expectations can proceed the right smart educators evidence themselves toward the student, cavictimization an re multiplication in the way our students learn, and thus causing an overall degeneracy in the say-so Expectations affect students in many ways, not besides academically, save in the form of mental and sociable deprivation which causes a deprivation of self-esteem. When educators invite information or so students, mostly hitherto in the first place the student walks into their classroom, fr om prehistorical test overtake a pennys, IEP”s, and sometime(prenominal) teachers, it scarpers to transform the way we abideress at the students potential for growth.\r\nThis foundation of expectation is then transform on to our method acting of unmatched canonic fallout from these expectations is the add together of time educators spend in communication with students. We ply to express to a greater extent than directly to students who excel, talking in much than matures whole step of voice, plowing them to a greater extent standardized a grown-up than we do to the students who are already labe conduct netherachi constantlys. This can give the student an added incentive to each progress or regress due to the amount of As educators we break away to take the exceptional students â€Å"under our wing”.\r\nWe tend to offer spangledge in situations to help push the unassailable students, in simile to moving on to the next tax for the others. We i n like manner tend to critique the hit of our god students more positively than the others, crack challenges to the answers they The most plain characteristic that educators p envy to the students is in the area of body diction and facial expression. We tend to ease up ourselves in a more professional manner to our good tudents, oral presentation more understandably and with a stronger sound of voice. We tend to stand more upright, in a more powerful stance, than to the slouching doing we give to the underachievers.\r\nThe go shakes, glancing with our eyes, hand gestures, and specialty all throw to the way we numbering at true students based on our first impressions which came before we even knew the student. One major way we can quash these pitfalls and eliminate unfair expectations that help prove failure in our students is to restrict the past information on the students to a need to know basis. preferably f singing the teacher how the student did on past exami nations, just present them with the curricula that the student must learn during the time they spend in that class.\r\nThis enables the educator to joint their own opinions of that student. Also, instead of doing the IEP meetings during the middle of the year, we should wait till the end of the semester to inform the educators of accredited aspects of the student instead of giving them all the information sooner in the year. Finally, it is up to the educator himself to gauge their own dogma methods to be able to recognize, and change, the way they resent themselves to the entire class. To be able to know what we are doing, and how we are doing it, at various times in the day is pivotal to the aura we present to the students.\r\nSchools are often blamed for the ills of confederacy, even lodge has a major tinct on our education system. The chores that schools are veneer today are sure as shooting connected to the jobs that are association fountains, including drugs , vehemence, and the changing of our family organize. on that point are many methods that schools have begun to use in hostel to cover up with the paradoxs they are baptisteryd with and slake offer the beaver possible education to our youth. The use of drugs in the general universe has bugger off a very dear caper in society and at bottom the school system.\r\nThere are two aspects to drug use that teachers are having to nap with now. The first is in trying to teach the new generation of crack babies that are now launching the schools. These students have extremely low maintenance spans and can be very troubled in class. too soon intervention programs knowing to target these children and focus on behavior management within the school context of use have been effectual in preparing these students for school. Educators have also place rug use among students as one of the most monumental tasks that our schools face today.\r\nAccording to the text, the rate of d rug use among students has declined in last a few(prenominal) years, but late in that respect has been an increase in alcoholic beverage villainy among teenagers. preventative programs such as APPLE, (a school based rehabilitation facility) have been employ in many schools with the cooperation of school counselors and community agencies to treat drug using teenagers. Other programs, such as D. A. R. E have been enforced in many elementary schools to provide education almost drugs to young students. Violence, both in society and in the school system has also been identified as a unholy problem.\r\nThe influx of weapons in schools creates a chancy situation for teachers, administrators and other students. One restitution for this problem has been introduced in many normal city schools; the use of metal detectors. tour this method is not foolproof it does impart the message that strength forget not be tolerated in schools and that severe measures will be implemented in send to curb it. Educators are also being trained to chance on those students who may be violent and to provide non-violent risis intervention.\r\nIt is an undeniable particular that our society has a serious problem concerning violence and that the violence on the streets is certainly connected to the violence in the schools. It seems funny that even these measures will satisfyingly burn the problem in schools, but certainly the process of statement can continue in a less nerve-wracking atmosphere by having these measures in Unfortunately, there are other problems such as the changing family structure that do not have such clear cut solutions.\r\nSome of the problems that teachers are faced with concerning the family nclude mendicancy, individual(a) put up homes, ill-use and/or go wrong and Statistics state that 41% of whizz, female leaded households make love below the poverty level and that students who unrecorded in single parent homes score lower on achievem ent tests, particularly boys whose mothers are the head of the household.\r\nObviously, single parent families are a fact in our society today, apt(p) the rising rate of divorce and single women having children, and it is true that this change is having a severe effect on students today, but this should not effect the quality of education that is provided, but rather, ncourage educators to be more aware of the difficulties these students face in order to adapt their commandment style, as well as the Similarly, child affront and/or neglect has take a major issue in society and schools.\r\nIt is not clear whether there is a rise in the occurrences of outcry or whether break out awareness has change magnitude the statistics, but it cannot be argued that this a significant problem and one that effects those educators who have to help students who are either treat or neglected. hard-and-fast regulations concerning the accountability of teachers regarding the account of child ab use or eglect are in effect. Teachers are required to be trained on the ability to come in abuse.\r\nCommunity agencies, shelters and child welfare agencies have begun working in conjunction with schools in order to bulk with the problem with as little spread in the Homelessness is other major problem in our society. The rate of homeless populate has grown importantly since the early 1980″s deinstitutionalization movement and more recently due to the rising unemployment rate have led to more families and children being homeless than ever before. This social problem has become a significant problem for educators.\r\nLow achievement, which may be in part due to low attendance as a result of a transient lifestyle, corporal problems associated with living on the streets and child abuse are all issues that educators are confronted with when working with students who are homeless. Unfortunately, because of the lack of government funds, this problem continues to grow in Americ a. On the other hand, schools have begun to deal with this problem by hiring additional counselors, some who work specifically to coordinate service with shelters in order provide tending to these families and more only to the children.\r\nThis effort understandably demonstrates that educators are really concerned close to providing education to all the way our schools and society face the same problems. It has become necessary for all people, not just educators, to be more aware of the problems. Although some intervention programs have been implemented and in some cases are very successful, it is worthy more seeming(a) that these problems are termination to continue and will have a direct consequent on our future in this country. Unfortunately, we as a society tend to look for the â€Å"quick fixate” to our problems without realizing the consequences for the future.\r\nDecline of Education and the Rise of mediocrity\r\nAccording to â€Å"A Nation at Risk”, th e American education system has declined due to a â€Å"rising tide of mediocrity” in our schools. States such as New York have responded to the findings and recommendations of the report by implementing such strategies as the â€Å"Regents Action Plan” and the â€Å"New Compact for Learning”. In the early 1980″s, President Regan ordered a national commission to study our education system.\r\nThe findings of this commission were that, compared with other industrialized nations, our education system is grossly inadequate in meeting the standards of education that many other countries have developed. At one time, America was the world leader in technology, service, and industry, but overconfidence based on a historical belief in our superiority has caused our nation to fall behind the rapidly growing competitive market in the world with regard to education.\r\nThe report in some respects is an unfair comparison of our education system, which does not have a national standard for goals, curriculum, or regulations, with other countries that do, but the findings nevertheless reflect the need for change. Our education system at this time is regulated by states which implement their own curriculum, set their own goals nd have their own requirements for teacher preparation. Combined with this is the fact that we have lowered our expectations in these areas, thus we are not providing an equal or quality education to all students across the country.\r\nThe commission findings generated recommendations to improve the content of education and raise the standards of student achievement, particularly in testing, increase the time spent on education and provide incentives to encourage more individuals to enter the field of education as well as improving N. Y. State responded to these recommendations by first mplementing the Regents Action Plan; an eight year plan designed to raise the standards of education.\r\nThis plan changed the requirements fo r graduation by raising the number of credits demand for graduation, raising the number of required core curriculum classes such as social studies, and introduced technology and computer science. The plan also introduced the Regents Minimum Competency Tests, which requires a student to pass tests in five major categories; math, science, reading, writing, and two areas of social studies.\r\nAlthough the plan achieved many of its goals in raising standards of education in N. Y. State, the general consensus is that we need to continue to improve our education system rather than being satisfied with the achievements Therefore, N. Y. adopted â€Å"The New Compact for Learning”. This plan is based on the principles that all children can learn. The focus of education should be on results and teachers should aim for mastery, not minimum competency. Education should be provided for all children and authority with accountability should be given to educators and success should be rewar ded with necessary changes being made to reduce failures.\r\nThis plan calls for curriculum to be devised n order to meet the needs of students so that they will be fully functional in society upon graduation, rather than just being able to graduate. Districts within the state have been given the authority to devise their own curriculum, but are held accountable by the state so that each district meets the states goals that have been established. Teachers are encouraged to challenge students to reach their full potential, rather than minimum competency.\r\nIn this regard, tracking of students is being eliminated so that all students will be challenged, rather than just those who are gifted. Similarly, success hould be rewarded with recognition and incentives to further encourage progress for districts, teachers and students while others who are not as accomplished are provided remedial training or resources in order to help them achieve success. It is difficult to determine whether our country on the whole has responded to the concerns that â€Å"A Nation at Risk” presented.\r\nClearly though, N. Y. State has taken measures over the last ten years to improve its own education system. In many respects the state has accomplished much of what it set out to do, but the need to continue to improve is still present. Certainly, if America is determined to regain its superiority in the world, education, the foundation of our future, needs to be priority number one. Teachers often develop academic expectations of students based on characteristics that are unrelated to academic progress.\r\nThese expectations can affect the way educators present themselves toward the student, causing an alteration in the way our students learn, and thus causing an overall degeneration in the potential Expectations affect students in many ways, not just academically, but in the form of mental and social deprivation which causes a lack of self-esteem. When educators receive inform ation about students, mostly even before the student walks into their classroom, from past test scores, IEP”s, and past teachers, it tends to alter the way we look at the students potential for growth.\r\nThis foundation of expectation is then transformed on to our method of One basic fallout from these expectations is the amount of time educators spend in communicating with students. We tend to speak more directly to students who excel, talking in more matures tone of voice, treating them more like a grown-up than we do to the students who are already labeled underachievers. This can give the student an added incentive to either progress or regress due to the amount of As educators we tend to take the exceptional students â€Å"under our wing”.\r\nWe tend to offer acquaintance in situations to help push the good students, in comparison to moving on to the next task for the others. We also tend to critique the work of our god students more positively than the others, o ffering challenges to the answers they The most obvious characteristic that educators present to the students is in the area of body language and facial expression. We tend to present ourselves in a more professional manner to our good tudents, speaking more clearly and with a stronger tone of voice. We tend to stand more upright, in a more powerful stance, than to the slouching effect we give to the underachievers.\r\nThe head shakes, glancing with our eyes, hand gestures, and posture all contribute to the way we look at certain students based on our first impressions which came before we even knew the student. One major way we can avoid these pitfalls and eliminate unfair expectations that help produce failure in our students is to restrict the past information on the students to a need to know basis. Instead f telling the teacher how the student did on past examinations, just present them with the curricula that the student must learn during the time they spend in that class.\r\n This enables the educator to formulate their own opinions of that student. Also, instead of doing the IEP meetings during the middle of the year, we should wait till the end of the semester to inform the educators of certain aspects of the student instead of giving them all the information earlier in the year. Finally, it is up to the educator himself to evaluate their own teaching methods to be able to recognize, and change, the way they resent themselves to the entire class. To be able to know what we are doing, and how we are doing it, at different times in the day is crucial to the aura we present to the students.\r\nSchools are often blamed for the ills of society, yet society has a major impact on our education system. The problems that schools are facing today are certainly connected to the problems that are society faces, including drugs, violence, and the changing of our family structure. There are many methods that schools have begun to use in order to deal with the proble ms they are faced with and still offer the best possible education to our youth. The use of drugs in the general population has become a very serious problem in society and within the school system.\r\nThere are two aspects to drug use that teachers are having to deal with now. The first is in trying to teach the new generation of crack babies that are now entering the schools. These students have extremely low attention spans and can be very disruptive in class. Early intervention programs designed to target these children and focus on behavior management within the school setting have been effective in preparing these students for school. Educators have also identified rug use among students as one of the most significant problems that our schools face today.\r\nAccording to the text, the rate of drug use among students has declined in last few years, but recently there has been an increase in alcohol abuse among teenagers. Intervention programs such as APPLE, (a school based reha bilitation facility) have been implemented in many schools with the cooperation of school counselors and community agencies to treat drug using teenagers. Other programs, such as D. A. R. E have been implemented in many elementary schools to provide education about drugs to young students. Violence, both in society and in the school system has also been identified as a serious problem.\r\nThe influx of weapons in schools creates a dangerous situation for teachers, administrators and other students. One remedy for this problem has been introduced in many public city schools; the use of metal detectors. While this method is not foolproof it does send the message that violence will not be tolerated in schools and that severe measures will be implemented in order to curb it. Educators are also being trained to identify those students who may be violent and to provide non-violent risis intervention.\r\nIt is an undeniable fact that our society has a serious problem concerning violence an d that the violence on the streets is certainly connected to the violence in the schools. It seems questionable that even these measures will significantly reduce the problem in schools, but certainly the process of teaching can continue in a less stressful atmosphere by having these measures in Unfortunately, there are other problems such as the changing family structure that do not have such clear cut solutions.\r\nSome of the problems that teachers are faced with concerning the family nclude poverty, single parent homes, abuse and/or neglect and Statistics state that 41% of single, female headed households live below the poverty level and that students who live in single parent homes score lower on achievement tests, particularly boys whose mothers are the head of the household.\r\nObviously, single parent families are a fact in our society today, given the rising rate of divorce and single women having children, and it is true that this change is having a severe effect on studen ts today, but this should not effect the quality of education that is provided, but rather, ncourage educators to be more aware of the difficulties these students face in order to adapt their teaching style, as well as the Similarly, child abuse and/or neglect has become a major issue in society and schools.\r\nIt is not clear whether there is a rise in the occurrences of abuse or whether better awareness has increased the statistics, but it cannot be argued that this a significant problem and one that effects those educators who have to help students who are either abused or neglected. Strict regulations concerning the accountability of teachers regarding the reporting of child abuse or eglect are in effect. Teachers are required to be trained on the ability to identify abuse.\r\nCommunity agencies, shelters and child welfare agencies have begun working in conjunction with schools in order to deal with the problem with as little disruption in the Homelessness is another major probl em in our society. The rate of homeless people has grown significantly since the early 1980″s deinstitutionalization movement and more recently due to the rising unemployment rate have led to more families and children being homeless than ever before. This social problem has become a significant problem for educators.\r\nLow achievement, which may be in part due to low attendance as a result of a transient lifestyle, physical problems associated with living on the streets and child abuse are all issues that educators are confronted with when working with students who are homeless. Unfortunately, because of the lack of government funds, this problem continues to grow in America. On the other hand, schools have begun to deal with this problem by hiring additional counselors, some who work specifically to coordinate service with shelters in order provide assistance to these families and more precisely to the children.\r\nThis effort clearly demonstrates that educators are genuine ly concerned about providing education to Clearly our schools and society face the same problems. It has become necessary for all people, not just educators, to be more aware of the problems. Although some intervention programs have been implemented and in some cases are very successful, it is becoming more apparent that these problems are going to continue and will have a direct consequence on our future in this country. Unfortunately, we as a society tend to look for the â€Å"quick fix” to our problems without realizing the consequences for the future.\r\n'

'Memory and attention\r'

'Dorothy Irene bloom was born bound 24, 1912 in Richmond, Virginia to Fannie Burroughs and mob round top. Both of aggrandisements p arents had been widowed twice before and each brought children to the marriage. Fannie Burroughs and James efflorescence had two children together, Dorothy and her sister Anthanette. In 1916 the family moved north to Rankin, Pennsylvania (near Pittsburgh) where Height followed public schools. Heights mother was alert in the Pennsylvania Federation of slanting Womens Clubs and regularly took Dorothy along to get togethers where she early set up her â€Å"place in the sisterhood.Heights long joining with the YWCA began in a Girl provide Club in Rankin organized infra the auspices of the Pittsburgh YWCA. An enthusiastic participant, who was soon take President of the Club, Height was appalled to meditate that her race barred her from swimming in the pool at the central YWCA branch. â€Å"l was only twelve years old. I had never heard of à ¢â‚¬Ëœsocial action, nor seen anyone prosecute in it, but I precisely took a breath before saw that I would like to see the decision maker director,” Height related in her 2003 memoir. though her arguments could non bring about a re localisation in policy in 1920s Pittsburgh,Height later dedicated a good deal of her professionl energy to bringing profound change to the YWCA. In need of money to attend college, Height entered an oratorical contest sponsored by the IBPO Elks. Her speech on the Thirteenth, Fourteenth, and Fifteenth Amendments to the U. S. governing body won her a full four-year scholarship. sullen down for admission to Barnard because the colleges quota of two African-American students per year was already filled, Height sooner went to hot York University where she earned a B. S. in the naturalize of Education in 1932 and an M. A. in psychology n 1934.From 1934-37, Height cream outed in the new(a) York City Department of Welfare, an follow up she credited with teaching her the skills to deal with fight without intensifying it. From there she moved to a Job as a exponent at the YWCA of New York City, Harlem Branch, in the discover of 1937. Soon after Joining the round there, Height met Mary McLeod Bethune and Eleanor Roosevelt at a meeting of the National Council of Negro Women (NCNW) held at the YWCA. In her 2003 memoir, Height described the meeting: â€Å"On that fall day the unnerving Mary McLeod Bethune put her hand on me.She drew me into her dazzling orbit of spate in power and people in poverty…. ‘The freedom gates are half ajar, she said. ‘We must pry them to the full open. ‘ I have been committed to the trading ever since. ” The following year Height served as Acting Director of the YWCA of New York Citys Emma Ransom House residence. In improver to her YWCA and NCNW work, Height was also very nimble in the United Christian young person Movement, a group intensely fire in rela ting faith to real foundation problems. In 1939 Height went to Washington, DC to be Executive of the Phyllis Wheatley Branch of the DC YWCA.She returned to New York City to Join the YWCA national rung in the fall of 1944, Joining the weapons platform staff with â€Å"special responsibility” in the field of Interracial Relations. This work include training activities, writing, and working with the Public personal matters committee on race issues where her â€Å" sagacity into the attitude and feeling of both vacuous and negro people [was] heavily counted on. ” It was during this catamenia that the YWCA follow its Interracial Charter (1946), which not fght against injustice on the basis of race, â€Å"whether in the community, the nation or he world. confident(p) that segregation causes prejudice through estrangement, Height facilitated meetings, ran workshops, and wrote articles and pamphlets aimed at helping white YWCA members turn over their fears and bring t heir daily activities in mental strain with the Associations principles. In 1950 Height moved to the discipline Services department where she focused earlier on professional training for YWCA staff. She dog-tired the fall of 1952 in India as a visiting professor at the Delhi School of Social Work, then returned to her training work in New York City.The increasing omentum of the civilian Rights movement prompted the YWCAs National Board to assign funds to launch a country-wide swear out Program for consolidation and Desegregation of participation YWCAs in 1963. Height took leave from her position as Associate Director for teaching to head this two-year Action Program. At the end of that period, the National Board adopted a proposal to accelerate the work â€Å"in going beyond token(prenominal) integration and making a bold face assault on all aspects of racial segregation. It established an Office of Racial Integration (re-named Office of Racial Justice in 1969) as part of the Executive Office. In her role as its first Director, Height helped to monitor the Associations progress toward full integration, unploughed abreast of the civil rights movement, facilitated â€Å"honest dialogue,” aided the Association in making surpass use of its African-American leadership (both offer and stafO, and helped in their recruitment and retention.\r\n'

'Liberal Democracy vs Social Democracy Essay\r'

'Abstract\r\nThe assay to dramatise bequeath discuss what is pixilatedt by bounteous res publica. The limit will be defined and further discussed. In addition, it will be contrasted with that of a state-controlled country. This republi potentiometer dodge will be defined in policy-making foothold with reference to valid ex group Ales as too will bountiful carry.\r\nThe following essay is based on a contrast amongst gravid and state-controlled land from a political perspective. An analysis of the terms, concepts and the hesitation will then follow. In addition, reference will be make to up-to-date ex deoxyadenosine monophosphateles much(prenominal) as that of the USA, keen Britain, and Chile as evidence for each type of res publica that is cosmos examined. what is more, key issues that will be discussed in this story consist of commonwealth as a whole, disconfirming and positive f wholly by the waysidedom within a innocent land, and the failure of c ommunism in the third world. Furthermore this essay will prove that Sweden is non a collectivist republic.\r\nIn order to contrast unsubtle and heartyist commonwealth one must starting signal of every hold an assureing of what each term performer. In order to go more or less under jibing these terms, it is weighty to first understand what republic. In simple terms, republic passel be defined as the draw rein of the people. A nation is about the people who hail together to decide on rights. And gibe to Abraham capital of Nebraska’s Gettysburg Address of 1863, democracy links establishment to the people as he stated that democracy is a â€Å" political relation of the people, by the people, and for the people” (Heywood, 2014). everyday suffrage plays a role in deciding these laws. This term is understood as the right of almost all adults to vote in political elections. Depending on the country, on that point atomic number 18 different requirem ents which live with to be fulfilled. In the Philippines, citizens nominate to be at to the lowest degree eighteen years of age, and have to have resided in the Philippines for at least one year and in the region wherein they deal to vote, for at least sextet months prior to the election (Castillo, 2011).\r\nThere is not ceaselessly embodied decision-making within every democracy. Zimbabwe for one claims to be a â€Å"democracy” based on the will of the people\r\nwith a leader who claims to a monopoly of ideological wisdom scarcely there isn’t corporate decision making. Whereas it really is a totalitarian democracy in which there is absolute authoritarianism that pretends to be a democracy. Also here, which is a republic magnetic variation of democracy, where you elect representatives to make decisions on your behalf.\r\nThe scope of a democracy defines what should fall under the sovereignty of life, and divides the unsubtles from the socialists. Heywood ( 2013) states that liberalism is â€Å"the political theory of the industrialized West”. By this Heywood means that liberalism is a classical ideology that supports social progression and the changing of laws through reform rather than through a revolution. The respective(prenominal) is the primary localise of liberalism, not of revolution. wherefore we can understand liberal democracy as a modern form of governance that denies that favourite rule is the ultimate political rule. Leaders ar elected by the collective to govern the entity on behalf of the community. In South Africa not all leadership declargon voted for by the collective cod to the position that there ar provisional elections that are scarce open to those citizens residing in that province, such as you could not vote in Cape T bear if you rest in Gauteng. But you choose to vote for an boilers suit troupe during the elections based on the rule of the law and therefore the election is free and fair (Yufo, 2008).\r\nGreat Britain is an example of a state which has a liberal democracy even though it is also a monarchy (Evolution News, 2014). It is considered a laissez-faire liberalism in that the Government are free to do as they choose for up to 5 years before the next free and fair egalitarian election The British result political settlement of 1688 is evidence that Great Britain became the first liberal state in 1614. Another liberal elected state is the United pronounces of America according to the American Declaration of Independence of 1776 as licenses such as that of thought, speech, association and religion are all basic liberties that take priority over prevalent rule (Gutmann, 1993). Liberal freedom within this democracy is a characteristic of negative freedom as individuals are twinly free and protected from collective decisions. Negative freedom has no external constraints on the individual or the collective imputable to the freedoms\r\n operational to them a nd the fact that there is no interference in decision-making and a lack of forces which prevent individuals from doing as they please.\r\nAlthough in South Africa, government activity has implemented the â€Å"Secrecy business relationship”. This bill is somewhat a fare surface to democracy, as the freedom of speech is no longer a right, as both citizens and the media have been censored by government. The purpose of the secrecy bill is to protect state information (SABC, 2013) and many people would argue that this silencing is delinquent to the self-interest of politicians that are involved in activities such as corruption. Laws such as this contradict democratic freedoms such as that of speech. Positive freedom can be defined as having some cut back over your decisions. This is an autonomous state which fixs you as the individual an education for example in order for you to choke your full potential. The government also provides grants and subsidies to assist individua ls in achieving this potential. The formation of free and compulsory education, public health systems limit the freedom of the capitalists to exploit workers, but give worker the opportunity to develop as adult male worlds. Positive freedom has been built up due to the struggle of the working class which in which the scrimping limited the hours of work per day, per person and abolished child get the picture (Marxist, 2014). In the words of J.S Mill â€Å"the only freedom which deserves the name is that of pursuing our own good in our own way” and this is exactly what Liberal democracy aims at achieving as American and Great Britain citizens have individual and property rights which are both a principle of classical liberalism (Heywood, 2014, p32).\r\n left democracy in essence is a modern version of socialism. all(prenominal) these notions were integrated but there are subaltern distinctions between them. Social democracy takes some of its principles from socialism su ch as free enterprise and the focus on societal framework. Whereas capitalist deliverance, clandestine enterprise and maximisation of life opportunities are more democracy than socialism. In theory South Africa is an example of democracy as the constitution states that RDP housing is provided by government (Rabbani, 1994), due to the fact that government provide grants and education in order to correct the ills of Apartheid. Socialism, by definition, is a system\r\nmarked by the â€Å"common willpower of the means of production (Legon, 2013).\r\nHaving said so, we can simply understand it is a democracy that uses socialist reforms in their referendum. It is gelid to make this distinction between socialism and socialist democracy as they are not the alike concept and often the two terms are confused. A social democracy is a government that uses democratic process but also consists of characteristics that resemble those of a socialist society as mentioned in the supra. Social de mocrats generally are committed to acting for the common good. In a government that is a social democracy, the government plays an active role in regulating certain political and economic conditions (Jablonsky, 2014). A socialist democracy is a Marxist transcription which believes that the poverty and trial and the oppression and exploitation that label their society is the result of control of the world’s wealth and productive resources by a bantam class that exploits the vast majority of society. This leads to humanity spunky by the reality and ideology of capitalist society.\r\nIn the Soviet Union, China, Vietnam and Eastern Europe socialist democracy is the dominant system. The trouble of the people in liberal democratic countries is not as wretched as it is in socialist countries, due to the fact that in communist countries, political and economic system are imposed on society by party officials therefore resulting in untold human slimy and severe psycho-economic exploitation. Both liberal democracy and socialist democracy may be considered forms of political democracy because these systems are based on economic and political centralization (Evolution news, 2014). Many would argue that socialism has failed and that the Cuban economy is a disaster and when Cuba found itself caught in dis add upment therefore facing both the merciless US blockade and enduring the suspension of all trade with the former members of the socialist blocâ€, leaders of the Cuban revolution told the people: â€Å"either we stand our ground or we lose everything we have achieved under socialism” (Legon, 2013).\r\nThis brings us to discuss the failure of socialist democracy in third world countries. This democracy promised prosperity, equality and security. Yet it is evident that it rather delivered poverty, misery and autocracy. Equality\r\nwas achieved only in the sense that everyone was equal in his or her misery. Socialism is now a bankrupt, discredited, and flawed nineteenth century theory that has failed miserably in countries around the world (Perry, 2014).\r\nWe can agree that Socialism has collapsed because of its failure to operate under a competitive, profit- and-loss system of bookkeeping. A profit system is a very effective monitoring tool which frequently assesses the economic performance of every enterprise (Perry, 2014). The firms that are the most efficient and most successful at serving the public interest are rewarded with profits. testify of a socialist democracy can be seen in Chile as their changeover to democracy has still not been achieved. After a ecstasy of non-combatant rule, the state remains under the military dictatorship’s 1980 constitution. According to the writings of Alejandro Reuss â€Å"The president has made sure to not aggravate the still-powerful Armed Forces. He has insisted that his relations with the Armed Forces are â€Å"excellent and that they can work together for Chile”. T he Chilean Socialist leader Ricardo Lagos has declared that Chileans should stop worrying about the past, concentrating instead on their future together (Reuss, 2001). The above clearly proves that socialism has failed in the third world.\r\nThe question of whether Sweden is or is not a socialist democracy has risen many times before in the past within the left internationally, with regards to the politics and economy of the Nordic state or if Sweden is an alternative to neo-liberal capitalism (Olsson, 2009). Sweden has never been a socialist society as it is based merely on public ownership of production, workers’ control and management, social equality and a democratic plan of production which are characteristics of a socialist entity according to Olsson (2009). Neither has Sweden been a ‘mixed economy’. In fact it is one of the most well off country’s to date. It is evident that the social democrats and the trade union movement in Sweden are â€Å"faci ng a historic crisis as they have lost roots, influence and support, with no prospect of retort their old ground as their policy and methods mean further attacks on what is left of the general social welfare system. The social democratic party has become an annul shell” (Olsson, 2009) but that doesn’t change the fact that Sweden is not a socialist democracy.\r\nIn conclusion, there is a major contrast between liberal democracy and social democracy. Evidently a liberalist democracy is built on the foundations of organic social solidarity with private ownership of production, empirical (demonstrable, verifiable reasoning), scientific, reflective and constructivism. The stake of the sterling(prenominal) possible welfare for all is a major view of liberal democracy. It considers the State as an association like any other, generally managed no better and no more efficient than others and wishes the abolishment of all monopolies as well as the fade of classes and that there should be no more proletariats (Lesigne, 1887). Liberals wish to leave each in possession of its own and desires everybody to be a proprietor. The latter promises liberty and makes the State the employee of the citizen. Whereas socialist democracy is based on collective ownership of the means of production, political restrictions, and is dogmatic, meaning that the government is inclined to lay down principles as undeniably true as well as being destructive. Socialist democracy wishes for the governed class to become the government activity class and that that there should be none but proletariats. The most obvious distinction is that socialist democracy wishes to take everything and all positions away from everyone and impound them (Lesigne, 1887). The greatest contrast between both democracies is that liberal democracy is the future, while socialist democracy is the past.\r\nBibliography\r\n1.Gutmann, A (1993). a companion to contemporary political philosophy. 2nd ed. Austra lia: Blackwell Publishing. p413. 2.Heywood, A. (2013). semipolitical Ideas and Ideologies. In: Heywood, A Politics. 4th ed. United earth: Palgrave Macmillan. 31, 32. 3.Kuttner,R. (2005). Liberalism, Socialism, and Democracy. usable: http://prospect.org/article/liberalism-socialism-and-democracy. defy accessed 13 environ 2014. 4.Legon E D. (2013). Cuba and the Alleged Failure of Socialism. Available: http://www.havanatimes.org/?p=99148. pass accessed 17 contact 2014. 5.Lesigne, E (1887). impropriety V. p5.\r\n6.Olsson, P. (2009). Sweden Is Sweden Socialist?. Available:\r\nhttp://www.socialistworld.net/doc/3752. populate accessed 15 ring 2014. 7.Perry, M. (2014). Why Socialism Failed. Available: http://spruce.flint.umich.edu/~mjperry/socialism.htm. Last accessed 15 March 2014. 8.Rabbani, F. (1994). SA: ANC’S RECONSTRUCTION & DEVELOPMENT PLAN. Available: http://www.africa.upenn.edu/Govern_Political/ANC_Recon.html. Last accessed 16 March 2014. 9.Reuss, A. (2001). Th irty Years of Chilean Socialism. Available: http://www.thirdworldtraveler.com/South_America/30Years_ChileanSocialism.html. Last accessed 15 March 2014. 10.SABC. (2013). National Assembly approves info Bill. Available: http://www.sabc.co.za/news/a/8612bb8041cd7c3e8bd9cb5393638296/National-Assembly-approves-Info-Bill-20131211. Last accessed 16 March 2014. 11.Unknown. (2009). Political Liberalism. Available: http://www.123helpme.com/preview.asp?id=74492. Last accessed 13 March 2014. 12.Unknown. (2014). Liberal Democracy. Available: http://evolutionnews.co.nz/liberal-democracy/. Last accessed 16 March 2014. Unknown. (1688). Bill of Rights [1688]. Available: http://www.legislation.gov.uk/aep/WillandMarSess2/1/2/introduction. Last accessed 17 March 2014. 13.Unknown. (1776). The Declaration of Independence. Available: http://www.ushistory.org/DECLARATION/DOCUMENT/index.htm. Last accessed 17 March 2014 14.Unknown. (2014). Glossary of terms : FR. Available: http://www.marxists.org/glossary/ terms/f/r.htm. Last accessed 16 March 2014. 15.Yufo. (2008). http://www.studymode.com/essays/Liberal-Democracy-140567.html?utm_campaign=transactionalEmail&utm_source=sendgrid&utm_medium=email. Available: http://www.studymode.com/essays/Liberal-Democracy-140567.html?utm_campaign=transactionalEmail&utm_source=sendgrid&utm_medium=email. Last accessed 17 March 2014.\r\n'

'How Technology Changed Society\r'

' by means of the years, weve watched engine room grow like a pip-squeak budding into adulthood: It starts out mostly repetitive and pooping, then crawling, gradu eithery learning to walk, and finally fitted to run at a speed we all wish we could keep up with. Weve fixn engine room fail, and weve seen it succeed. Weve poked play at it when it doesnt strike sense, and weve praised it when its absolutely brilliant. Weve yelled at it when it runs out of power, and weve fixed or replaced it when it gets run down.We spread over technology as a family member†level(p) if that is a little co-dependent. You atomic number 50t blame us, though; its certainly made aspects of our lives easier: Were no longer forced to accuse letters through the postal service, book vacations through travel agents, shop in stores, visit the depository library for research material, or wait for our photos to be developed. convey to technology, all of these activities can be performed either digita lly or online.At the same time, though, technology can make life more convolutedâ€especially when something doesnt take on right or doesnt do what its supposed to: Say, for instance, a GPS device tells you to turn the wrong way on a one-way street (yikes! ), or a computer erases all of your important data (ouch! ). Unfortunately, its non always easy to understand how a growth or service works, not to mention whether or not to hold off on adopting it until a bettor, shinier thing comes along. A perfect example is the ever-evolving exposure format.Weve gone from Betamax to VHS to DVD to HD DVD/Blu-ray to just Blu-ray (and everything in-between, of course). It can take years before a technology catches on, and even more time before we see a significant price drop. For the most part, however, technology does us more good than harm: Its reconnected us with old college roommates, helped us learn a distant language, and encouraged us to exercise. Follow us as we look back at how t echnology has changed our livesâ€for the better and for the worseâ€in terms of communication, computing, dining, entertainment, and travel.\r\n'

'Edgar Allan Poe Essay\r'

'The humankindy an(prenominal) opposite works of Edgar Allan Poe all aim to do one thing. Strike idolise into the heart of the reader. Simple, provided effective, he expresses caution through these m any(prenominal) different themes and motifs. At full length, Poe’s stories all hire a distinct theme or motif that moves the report forward. Whether you know it or not, many of his stories deposit on themes and motifs to get along the story more kindly to the reader. Time, forkedity, and dreams all play key roles in Poe’s pitiable stories.\r\nThey descriptively provide all of the infallible information in order to produce the integral concept of reverence. Without them, these stories wouldn’t push you to the edge of your seat, inquire what is going to happen next. Time plays a major role in providing the story with the crucial selective information it needs to make the story frightening and disbeliefful. It presents the story with a visual that m akes the mood of the story revolution into a real adverse setting. Dusk is in all likelihood the most common metre of mean solar day in many of Poe’s stories.\r\nHe chooses dusk because, during that condemnation of day, it is very trying to see. For example, in â€Å"The Fall of the domiciliate of Usher” the fibber begins to describe how it is very difficult to see while he is making his itinerary towards his child hood friend’s star sign. When choosing the age of day that produces little or no light, Poe tries to make the setting as dark as possible. swooning represents happiness and positivity, so Poe tries to eliminate anything that represents prosperity. By create negative forces, the story exit fork up fear into the reader.\r\nIn â€Å"The Tell-Tale Heart” the fibber stalks his pray for seven-spot days, but on the eighth darkness the bank clerk commits the horrible deed. The number eight is used often with Poe and his stories; in this case, it represents what day the fabricator give putting to death the gray-headed man. With â€Å"Masque of the red-faced Death”, prison term represents life. It represents life because once a person is infected with the red death; the infected person has exclusively 30 minutes to live. The ebony measure as well represents life, because subsequently every hour the clock result ring, reminding the heap that time is running out.\r\nThis theme is very necessary for producing fear, because if Poe doesn’t clarify what time of day it is, the story loses suspense. So it’s apparent that time is a key necessity in transport fear into readers. The narrator often produces dreams themselves. Frequently, it presents a aberrancy of man for the narrator and the reader. Dreams in Poe’s stories piddle the line between reality and fantasy. Many inexplicable things would occur and the narrator would instantly assume it would be his imagination or that he would be dreaming.\r\nProviding dreams will make the reader build curiosity into whether or not these bizarre things are real or just images of the narrators eccentric imagination. In â€Å"Masque of the Red Death”, a huge party is thrown, to specify the people from the disease. In the party, the guests have a owing(p) time by dressing up and having a â€Å"perfect” time, until the ebony clock rings. Once the clock rings, the party guests snap back into reality for a short moment. For that short moment, the reader realizes the severity of the situation. That short moment of severity produces fear.\r\nDuring his trip to Rederick’s mansion in â€Å"The Fall of the House of Usher”, the narrator feels like the trip is a dream because the surround of the mansion is so surreal. Alcohol provides the narrator in â€Å"The Black Cat” with a distortion of reality, because afterwards he hangs the black scour, he comes across a cat that is identical to the one he hangs after he leaves the bar. The narrator is completely shocked by the resemblance to his previous cat. This similarity conveys fear into the reader, because you bathroom’t tell if it’s the same cat or a different one.\r\nThe distortion of reality in dreams really help produce fear due to the doubtful events that keep occurring. These events help generate fear and build up the suspense in the reader for a few moments. Duality in the characters conveys the most fear towards the reader. By having a dual persona, the character is able to build up that suspense by having a â€Å"good” side and a â€Å"bad” side. As an animal lover, the narrator in â€Å"The Black Cat” would always love to labour care of animals, until he becomes â€Å"consumed by the imp of the factious” which exposes his negative side.\r\nThis negativity leads him to killing his cat and his wife. The insanity of having a dual persona helps transmit authorized f ear into the reader. As a young caretaker, the narrator in â€Å"The Tell-Tale Heart” has nothing against the old man he is looking after; the old man has done nothing wrong to deserve any negative treatment. During the day the narrator would go closely his business taking care of the old man, until night came upon. At night, the narrator would be consumed by the old man’s eye. His â€Å"evil eye” leads the narrator to kill his wife and their pet.\r\nThe duality in both(prenominal) of the these characters are very similar due to them being consumed by some object that leads them into killing their love ones and pets. All of these themes help produce the backbone of Poe’s stories. Without these themes and motifs, these stories wouldn’t be as suspenseful as they are today. These stories rely on the descriptiveness and the intensity of these themes to channel the suspense and to convey fear into the readers. Today, as people still learn about Poeà ¢â‚¬â„¢s stories, they will still be able to consume the fear that they read due to these themes and motifs.\r\n'

'8th Grade Curriculum Essay\r'

' unit of measurement\r\n meter\r\nSkills\r\nAssessment, Projects &type A; Resources\r\n building block 1 ( niggling Stories)\r\n canvasing and books\r\nA. fluency\r\nB. diction elaborateness\r\nC. Comprehension\r\nD. writings\r\nB1. Acquire, understand, and economic consumption style by means of explicict and indirect vocabulary didactics and self- financinging exercise.\r\nB2. doctor the importee of unknown course by exploitation a dictionary or con schoolbookbook clues.\r\nB3. have it off and escort ledgers with quadruplicate meanings.\r\nB4. account the influences of new(prenominal) phraseologys on the English linguistic process.\r\nB5. render familiarity of classical and Latin roots, prefixes and suffixes to understand capability atomic number 18a vocabulary.\r\nB6. check out devise meanings by victimisation definition, restatement, ex adenosine monophosphatele, par or contrast.\r\nB7. mark and explain analogies, similes and metaphors.\r\nB8. go for localise pronounce pronunciation and inflection.\r\nC1. Summarize and extract of import estimation and supporting exposit\r\nC2. think back and utilise anterior learning and preview textual matter to take in for reading.\r\nC3. Comprehend, interpret and treasure training in a manakin of texts drill a conspiracy of strategies\r\nC4. light upon inferences and pant conclusions based on perspicuous and implied info\r\nC7. lend starself familiarity of communicative and expository text\r\nstructures in a categorization of center ranges to summate information.\r\nC10 varan comprehension and employment strategies to brighten dread of the selection.\r\nC13. Identify and utilize a variety show show of sources to match and contrast information.\r\nC14. Critically read and measure to come across the author’s purpose, point of view, auditory modality and message.\r\nD1. involve a variety of high feel literary productions.\r\nD2. dismember an d evaluate relationships among elements of fiction.\r\nD4. break down and evaluate how nonliteral wording and literary devices return to the meaning of the text.\r\nD5. bloodline points of view in account texts and explain how they shanghai the overall them of the working.\r\nD6. plug in a given literary work to diachronical events.\r\nD8. Identify and understand recurrng make-ups across literary flora and historic eras.\r\nD12. react to literature victimisation ideas and dilate from text to support reactions and wee-wee literary connections.\r\nD13 empathize from and resolve to a variety of fiction, poetic, and nonfiction texts of increase complexity for personal enjoyment. A. speed up chooseer-30 minutes a daytime\r\nB. Study of Latin and classic word parts:\r\n give voice map outs-Creating a brilliant personal organiser including the etymology of the word, ex axerophtholles of how vocabulary words are holdd, meaning(prenominal) sentence, synonyms, wor d picture clue\r\n joint Posters use Grecian and Latin give voice Parts.\r\nC. Elements of books: Short myth : array 1\r\n darn and aspect\r\nWeekly Warm-Ups-Written Responses to Poetry\r\nRead:\r\nâ€Å"The cherish of Lemon Brown”\r\nâ€Å"The Inn of Lost beat”\r\nâ€Å"The Monkey’s hired man”\r\nâ€Å"Aunty reverse”\r\nnonfictional prose Reading Strategies- KWL, Main Idea, Supporting Details-Notetaking winding-clothes Nonfiction Article on Harlem-Background Information in the beginning reading â€Å"The Treasure of Lemon Brown” Nonfiction Article on Samurai Warriors-Background Information before reading â€Å"The Inn of Lost Time”\r\n vivid Organizers:\r\n plot of ground and fit: flooring Map, Setting Map(weather, time, customs, effect on record, etc.), Imagery Wheel, Plot schema, Cause and Effect chart\r\nSelection Tests: twofold Choice Test with seek Question\r\neighth strain Language arts computer program Ma p 2010 pg. 2\r\nUnit\r\n commonplace\r\nSkills\r\nAssessment, Projects & adenineere; Resources\r\nUnit 1 (Short Stories)\r\n constitution\r\nA. Types of report\r\nB. Elements of topic\r\nC. Spelling, Grammar, and system\r\nD. Research\r\nE. Handwriting and condition impact\r\nA1. spell out frequently in a variety of forms, including but not limited to the succeeding(a): poetry, stories, essays, editorials, letters, directions and\r\n look into reports.\r\nB1. earn sevenfold paragraph compositions that state, celebrate and use expatiate in a lawful hostel to support a master(prenominal) idea. B2. name narratives that develop settings, multitude/characters, dialogue, and conflicts development descriptive, concrete verbiage to take aim auditory sense. B6. physical exercise composing processes to develop writing, including:\r\na. Prewriting\r\nb. indite\r\nc. revise\r\nd. change\r\ne. Publishing\r\nB7. Consider the think reference.\r\nC1. still complete sente nces\r\nC2. Edit writing\r\nC3. gain grammar conventions\r\nC4. withstand punctuation mark conventions\r\nE1. Write legibly using cursive script\r\nE2. order word-processed texts to present information in an organized, absolved fomat, incorporate artistic creation, illustrations and bulleting as needed speedily relieves-Journaling\r\n punctuate Questions-Answer multiple misgivings in spite of appearance an essay question\r\nShort Story Summary with a brilliant Organizer Pre- indite\r\n analyse and Contrast canvas:\r\n equalize the literary Elements in â€Å"The Monkey’s Paw” and â€Å"Aunty Misery” in Elements of Literature.\r\nsix trait musical composition Rubrics to t severally and assess writing projects\r\n8th Grade Language humanities political program Map 2010 pg. 3\r\nUnit\r\n cadence\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 1 (Short Stories)\r\n public speaking & earshot\r\nA. utterance and Listening\r\nB. Media Lit eracy\r\nA1. come in in and pursue concur upon rules for conversation and formal word of honor in immense and small radicals. A2. Actively discover and excavate messages.\r\nA5. keep abreast a speaker’s origination and give it in notes. A6. Orally kick the bucket information, opinions and ideas in effect to opposite audiences, adjusting delivery and language for think audience and purpose. A7. Participate effectively in group meetings.\r\nJohn Hopkins complaisant Skills training- Y charts\r\nSmall pigeonholing Literature Circles\r\nThink-Pair-Share\r\nAnalyzing Visuals: Setting and enactment\r\n8th Grade Language arts syllabus Map 2010 pg. 4\r\nUnit\r\n bar\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 2\r\nReading and Literature\r\nA. Fluency\r\nB. Vocabulary Expansion\r\nC. Comprehension\r\nD. Literature\r\nA1. Increase fluency\r\nB1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary knowledge and independent re ading.\r\nB2. Determine the meaning of unknown words by using a dictionary or background of use clues.\r\nB3. Recognize and interpret words with multiple meanings.\r\nB4. draw the influences of other languages on the English Language.\r\nB5. befool knowledge of Greek and Latin roots, prefixes and suffixes to understand content knowledge domain vocabulary.\r\nB6. Determine word meanings by using definition, restatement, example, comparability or contrast.\r\nB7. Identify and explain analogies, similes, and metaphors.\r\nB8. collapse turn down word pronunciation and inflection.\r\nC1. Summarize and paraphrase main idea and supporting details\r\nC2. Recall and use prior learning and preview text to prepare for reading.\r\nC3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies\r\nC4. grant inferences and draw conclusions based on explicit and implied information\r\nC7. Use knowledge of narrative and expository text structures i n a variety of content areas to sum information. C10 Monitor comprehension and use strategies to clarify fellow feeling of the\r\nselection.\r\nC 13. Identify and utilize a variety of sources to equivalence and contrast information.\r\nC14. Critically read and evaluate to locate the author’s purpose, point of view, audience and message.\r\nD1. Read a variety of high whole step literature.\r\nD2. see and evaluate relationships among elements of fiction.\r\nD3. give out a character’s traits, emotions, motivation and give supporting evince from the text.\r\nD4. disassemble and evaluate how figurative languae and literary devices turn over to the meaning of a text.\r\nD5. Contrast points of view in narrative texts and explain how they affect the overall them of the works.\r\nD6. Relate a given literary work to historical events.\r\nD8. Identify and understand recurrng themes across literary works and historic eras.\r\nD12. Respond to literature using ideas and d etails from text to support reactions and make literary connections.\r\nD13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increase complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day\r\nB. Continue with Study of Latin and Greek word parts:\r\nWord Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaning(prenominal) sentence, synonyms, word picture clue.\r\nElements of Literature: Short Story : Collection 2\r\nCharacterization\r\nRead:\r\nâ€Å"Hamadi”\r\nâ€Å"A Retrieved rehabilitation”\r\nâ€Å"The Wise Old womanhood”\r\nâ€Å"Mrs. Flowers”\r\nGraphic Organizers for Characterization-Character summary chart\r\nContinue with Story Maps-Summaries\r\nSelection Tests: Multiple Choice Test with Essay Question\r\nCompare/Contrast characters in â€Å"The Wise Old Woman” and â€Å"Mrs. Flowers”\r\n8th Grade Language humanisti c discipline Curriculum Map 2010 pg. 5\r\nUnit\r\n standard\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 2\r\n committal to writing\r\nA. Types of committal to writing\r\nB. Elements of Composition\r\n.\r\nC. Spelling, Grammar, and Usage\r\nD. Research\r\nE. Handwriting and Word Processing\r\nA1. Write frequently in a variety of forms, including but not limited to the pursuance: poetry, stories, essays, editorials, letters, directions and research reports.\r\nB1. acquire multiple paragraph compositions that state, agree and use\r\ndetails in a discursive order to support a main idea.\r\nB2. raise narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience.\r\nB6. Use composing processes to develop writing, including:\r\nf. Prewriting\r\ng. outline\r\nh. Revising\r\ni. Editing\r\nj. Publishing\r\nB7. Consider the think audience.\r\nC1. Compose complete sentences\r\nC2. Edit writing\r\nC3. Ap ply grammar conventions\r\nC4. Apply punctuation conventions\r\nE1. Write legibly using cursive\r\nE2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed\r\nQuickwrites-Journaling\r\n dock Questions-Answer multiple questions within an essay question\r\nShort Story Summary with a Graphic Organizer Prewrite\r\n report Essay:\r\nPersonal Experience Essay\r\n sextet Traits of Writing\r\n8th Grade Language humanistic discipline Curriculum Map 2010 pg. 6\r\nUnit\r\nStandard\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 2\r\nSpeaking & Listening\r\nA. Speaking and Listening\r\nB. Media Literacy\r\nA1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups.\r\nA2. Actively listen and comprehend messages.\r\nA5. Follow a speaker’s presentation and represent it in notes.\r\nA6. Orally communicate information, opinions and id eas effectively to different audiences, adjusting delivery and language for intend audience and purpose.\r\nA7. Participate effectively in group meetings.\r\nSmall Group Literature Circles\r\nThink-Pair-Share\r\nAnalyzing Visuals: Setting and Characterization\r\n8th Grade Language Arts Curriculum Map 2010 pg. 7\r\nUnit\r\nStandard\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 3 (Poetry)\r\nReading and Literature\r\nB. Vocabulary Expansion\r\nC. Comprehension\r\nD. Literature\r\nB1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading.\r\nB2. Determine the meaning of unknown words by using a dictionary or context clues.\r\nB3. Recognize and interpret words with multiple meanings.\r\nB4. Describe the influences of other languages on the English Language.\r\nB5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary.\r\nB6. Determine word meanings by using definit ion, restatement, example, comparison or contrast.\r\nB7. Identify and explain analogies, similes, and metaphors.\r\nB8. Apply correct word pronunciation and inflection.\r\nC1. Summarize and paraphrase main idea and supporting A\r\nC2. Recall and use prior learning and preview text to prepare for reading.\r\nC3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies\r\nC4. Make inferences and draw conclusions based on explicit and implied information\r\nC7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information.\r\nC10 Monitor comprehension and use strategies to clarify understanding of the selection.\r\nC 13. Identify and utilize a variety of sources to compare and contrast information.\r\nC14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message.\r\nD1. Read a variety of high quality literature.\r\nD2. Analyze and evaluate relationships among elements of fiction.\r\nD3. Analyze a character’s traits, emotions, motivation and give supporting evidence from the text.\r\nD4. Analyze and evaluate how figurative languae and literary devices contribute to the meaning of a text.\r\nD5. Contrast points of view in narrative texts and explain how they affect the overall them of the works.\r\nD6. Relate a given literary work to historical events.\r\nD8. Identify and understand recurrng themes across literary works and historic eras.\r\nD12. Respond to literature using ideas and details from text to support reactions and make literary connections.\r\nD13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. B. Study of Latin and Greek word parts:\r\nWord Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue\r\nWord Posters using Gr eek and Latin Word Parts.\r\nC. â€D. Elements of Literature: Short Story : Collection 3-4 Theme and Author’s Style\r\nTo introduce Theme-Read:\r\nâ€Å"The Cub”\r\nâ€Å"Stop the insolate”\r\nâ€Å"The Medicine Bag”\r\nAesop’s Fables:\r\nSmall Group occupation:\r\nRead six fables, complete falsehood chart, characterization, plot, and theme, or moral of the story.\r\nTo introduce Author’s Style-Two Author Studies\r\nRead-Edgar Allen Poe:\r\nTell-Tale Heart\r\nThe Raven\r\nThe Cask of Amontillado\r\nThe the pits and the Pendulum- tidy sum film\r\nExamine: Mood, Tone, Literary Devices (imagery, dialect, symbols), Figures of Speech (similes, metaphors, personification, idioms), irony\r\nRead- emit Bradbury\r\nRay Bradbury Biography-â€Å"Ray Bradbury is on Fire”\r\nâ€Å"The prompt Machine”\r\nâ€Å"The Dragon”\r\nâ€Å"The Foghorn”\r\nâ€Å"The Smile”\r\nâ€Å" at that place Will Come Soft Rains†\r\nâ€Å"All summer in a Day”\r\nComplete Story Chart- Setting, Characters, Plot, Theme for each of the stories Variety of comprehension activities for each story\r\n8th Grade Language Arts Curriculum Map 2010 pg. 8\r\nUnit\r\nStandard\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 3 (Poetry)\r\nWriting\r\nA. Types of Writing\r\nB. Elements of Composition\r\n.\r\nC. Spelling, Grammar, and Usage\r\nD. Research\r\nE. Handwriting and Word Processing\r\nA1. Write frequently in a variety of forms, including but not limited to the chase: poetry, stories, essays, editorials, letters, directions and research reports.\r\nB1. Create multiple paragraph compositions that state, corroborate and use details in a reasonable order to support a main idea.\r\nB2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience.\r\nB6. Use composing processes to develop writing, including:\r\nk. Prewriti ng\r\nl. drafting\r\nm. Revising\r\nn. Editing\r\no. Publishing\r\nB7. Consider the intended audience.\r\nC1. Compose complete sentences\r\nC2. Edit writing\r\nC3. Apply grammar conventions\r\nC4. Apply punctuation conventions\r\nE1. Write legibly using cursive\r\nE2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed\r\nQuickwrites-Journaling\r\nTAG Questions-Answer multiple questions within an essay question\r\nLiterary Devices Packet- Similes, Metaphors, Alliteration, Idioms, Onomatopeia\r\nMultiparagraph Film Summary/ abbreviation:\r\nEssay on the Pit and the Pendulum\r\nTheme Strips: Choose one of Ray Bradbury’s short stories and create a theme strip, illustrating it with symbols that have significance to the story.\r\nSix Trait Writing\r\n8th Grade Language Arts Curriculum Map 2010 pg. 9\r\nUnit\r\nStandard\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 3 (Poetry)\r\ nSpeaking & Listening\r\nA. Speaking and Listening\r\nB. Media Literacy\r\nA1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages.\r\nA5. Follow a speaker’s presentation and represent it in notes.\r\nA6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and\r\npurpose.\r\nA7. Participate effectively in group meetings.\r\nAnalyzing Visuals\r\nView â€Å"The Pit and the Pendulum”\r\nComplete story chart, test irony, write summary\r\nSmall Group Activities\r\n8th Grade Language Arts Curriculum Map 2010 pg. 10\r\nUnit\r\nStandard\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 4\r\nReading and Literature\r\nA. Fluency\r\nB. Vocabulary Expansion\r\nC. Comprehension\r\nD. Literature\r\nA1. Increase fluency\r\nB1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and indeWpendent reading.\r\nB2. Determine the meaning of unknown words by using a dictionary or context clues.\r\nB3. Recognize and interpret words with multiple meanings.\r\nB4. Describe the influences of other languages on the English Language.\r\nB5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary.\r\nB6. Determine word meanings by using definition, restatement,\r\nexample, comparison or contrast.\r\nB7. Identify and explain analogies, similes and metaphors.\r\nB8. Apply correct word pronunciation and inflection.\r\nC1. Summarize and paraphrase main idea and supporting details\r\nC2. Recall and use prior learning and preview text to prepare for reading.\r\nC3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies\r\nC4. Make inferences and draw conclusions based on explicit and implied information\r\nC7. Use knowledge of narrative and exposi tory text structures in a variety of content areas to summarize information.\r\nC10 Monitor comprehension and use strategies to clarify understanding of the selection.\r\nC13. Identify and utilize a variety of sources to compare and contrast information.\r\nC14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message.\r\nD1. Read a variety of high quality literature.\r\nD2. Analyze and evaluate relationships among elements of fiction.\r\nD3. Analyze a character’s traits, emotions, or motivation and give support from the text.\r\nD4. Analyze and evaluate how figurative language and literary devices contribute to the meaning of the text.\r\nD5. Contrast points of view in narrative texts and explain how they affect the overall them of the works.\r\nD6. Relate a given literary work to historical events.\r\nD7. Respond to and analyze the effects of sound, form, figurative language and graphics in order to uncover meaning in poetry .\r\nD8. Identify and understand recurrng themes across literary works and historic eras.\r\nD12. Respond to literature using ideas and details from text to support reactions and make literary connections.\r\nD13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment.\r\nA. Accelerated Reader-30 minutes a day\r\nB. Continue with Study of Latin and Greek word parts:\r\nWord Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue.\r\n1960’s Study:\r\n innovate using materials from 1960’s Postal Service military issue Vocabulary related to the 1960’s\r\nRead nonfiction relating to the 1960’s Era\r\nCreate Timeline of Major Events\r\nAnalyze Music and Poetry from the 1960’s\r\nComplete Setting Chart using Scholastic Issue: â€Å"The 1960’s”\r\nNovel:\r\nVocabulary: â€Å"Think About It” charts to analyze context clues.\r\nCharacter Chart\r\nPlot Outline\r\nVariety of comprehension Activities\r\nQuestion Writing Activity\r\nRobert Frost Poem: â€Å"Nothing Gold peck Stay”\r\n8th Grade Language Arts Curriculum Map 2010 pg. 11\r\nUnit\r\nStandard\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 4\r\nWriting\r\nA. Types of Writing\r\nB. Elements of Composition\r\nC. Spelling, Grammar, and Usage\r\nD. Research\r\nE. Handwriting and Word Processing\r\nA1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports.\r\nB1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea.\r\nB2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience.\r\nB6. Use composing processes to develop writing, including:\r\np. Prewriting\r\nq. Drafting\r\nr. Revising\r\ns. Editing\r\nt. Publishing\r\nB7. Consider the intended audience.\r\nC1. Compose complete sentences\r\nC2. Edit writing\r\nC3. Apply grammar conventions\r\nC4. Apply punctuation conventions\r\nE1. Write legibly using cursive\r\nE2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed\r\nQuickwrites-Journaling\r\nTAG Questions-Answer multiple questions within an essay question\r\nBiopoem\r\nEssay:\r\nCharacter Analysis Essay:\r\nChoose one character from the novel, The Outsiders, and write a character analysis.\r\nSix Trait Writing\r\n8th Grade Language Arts Curriculum Map 2010 pg. 12\r\nUnit\r\nStandard\r\nSkills\r\nAssessment, Projects & Resources\r\nUnit 4\r\nSpeaking & Listening\r\nA. Types of Writing\r\nB. Elements of Composition\r\nC. Spelling, Grammar, and Usage\r\nD. Research\r\nE. Handwriting and Word Proce ssing\r\nA1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports.\r\nB1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea.\r\nB2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience.\r\nB6. Use composing processes to develop writing, including:\r\nu. Prewriting\r\nv. Drafting\r\nw. Revising\r\nx. Editing\r\ny. Publishing\r\nB7. Consider the intended audience.\r\nC1. Compose complete sentences\r\nC2. Edit writing\r\nC3. Apply grammar conventions\r\nC4. Apply punctuation conventions\r\nE1. Write legibly using cursive\r\nE2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed\r\nQuickwrites-Journaling\r\nTAG Questions-Answer multiple questions within an essay question\r\nBiopoem\r\nEssay:\r\nCharacter Analysis Essay:\r\nChoose one character from the novel, The Outsiders, and write a character analysis.\r\nSix Trait Writing\r\n'