A Significant Symbol in U.S. Contemporary History Essay Example for Free

A Significant Symbol in U.S. Contemporary History Essay The statement above is just one of the several famous and affecting quotes from a former president of the United States of America, Dwight David Eisenhower. In this short and concise statement, his general principles, beliefs, and ideologies may be observed. This man with a huge heart for peace and humanity has been perceived by millions of Americans as a tough yet upright and high-profiled symbol of the government over the decades. However, this man who has been looked up to by the whole of America may be discovered to have humble beginnings—brought up from a simple family, he was an average boy who grew up to fulfill great dreams and great aspirations for the United States of America. On the 14th day of October in 1890, Dwight David Eisenhower, of David Eisenhower, a mechanic, and Ida Elizabeth Stover, a religious pacifist, was born (Kelly). As a child, he had to help his family and work with extra effort in order to suffice their everyday necessities. He was brought up in a simple yet very religious environment where people are exposed to real-life plain-living (The Eisenhower Foundation). He was born in Denison, Texas, but they eventually moved to Abilene in Kansas where he spent his early education in humble community schools. During this stage of his life, he was raised to be a fun loving youth who was fascinated with the Western American history and had always dreamed of getting into college and obtaining a degree which was considered an extravagance for families like his during that time (The Eisenhower Foundation). It was in Abilene where he had his early foundations, and it was also the place where he acquired his early values which eventually molded him to what people know him for—a noble and principled individual. Eisenhower joined the U. S. Military at West Point, New York on the 14th day of June in 1911 (â€Å"Dwight David Eisenhower†). Here, he was made into a principled and trained fighter which helped him to reach the rank of Second Lieutenant on September 1915. This was the start of his career in the military which have been a difficult battle and a rich learning experience as well for the fighter Eisenhower. In his entire military career, he has been blessed with the might of an ultimate warrior and a fair mind of a just leader. He has been part of several historical events such as McArthur’s venture to the Philippine Islands and the First and Second World War (â€Å"Dwight David Eisenhower†). Eventually, he was able to receive several recognitions due to his selfless and self-sacrificing service for the United States. On the 4th day of November in 1952, he was awarded with the greatest authority an American citizen could ever have; he became the 34th president of the Unites States of America (The Eisenhower Foundation). As it appears, the presidents of the world are given this special privilege of being immortalized through their works and principles. However, people may still question why a person such as Dwight Eisenhower should be remembered when all the other presidents seem to have done the same thing: to serve the country. As Eisenhower ventured in the greatest challenge to rule America, he was faced with serious challenges through the problems and obstacles in the political and economic sectors. The American values and the national security have been put in great risk by the powerful Europe and Asia which vexed the newly appointed president (Dwight D. Eisenhower Memorial Commission). Yet, despite these challenges, he maintained his aim on his strategies and game-plans on how he can win every battle that the country was facing at that time, such as the Cold War which he skillfully handled with utmost determination. In addition, as Eisenhower went through the most difficult and complex challenges as a president, he was able to maintain the balance in the national budget, the credibility of the country’s fiscal responsibility, and the public works that were significant in the lives of his people. He became remarkable in his efforts to establish sturdy innovations to the government as a whole and to his presidency in order to improve not just the country’s infrastructures but also the morale and dignity of the government (Dwight D. Eisenhower Memorial Commission). Eisenhower also had that incomparable heart for his people. He recognized the needs and the grievances of the less fortunate Americans which led him to establish agencies like the Department of Health and the Education and Welfare in 1953, while he also made improvements in the Social Security through increased benefits for millions of Americans (Dwight D. Eisenhower Memorial Commission). These were just some of his simple yet very significant efforts that will forever rest in Americans’ memories as he left them after a long heart ailment on the solemn day of March 28, 1969 uttering his last words, I want to go; God take me. (The Eisenhower Foundation). Among the many presidents that the United States has met, Dwight Eisenhower created a difference as inspired by his upbringing. It provided him enough courage and determination to reach greater heights. It may appear that the function and role of the American president is one of the hardest and most complicated in the world. Yet, to think that Eisenhower was able to go through it while maintaining a spiritual and fair heart is also commendable. A leader who does not allow his power and authority to rule his heart has also been attributed to Eisenhower by the people themselves. This is because while he was a man who was very well exposed to violence and wars, he spoke of peace and freedom from strife. Over his years of service, aside from literally fighting for his nation and helping to winning the wars, he was able to win the trust and confidence of his people through keeping his values and morale in his leadership strategy. Truly, it may be hard to find a perfect leader. Nevertheless, finding a leader like Eisenhower who had a sense of humor and integrity at the same time can also be one in a million chances. Considering the accounts of history which tell stories of Eisenhower as a hero of America, it may appear that he indeed played a significant role in the U. S. contemporary history. A man who led a simple life as a child and grew up to become the person with the highest authority in America but never abused his powers for wealth and personal interest is indeed worthy of remembrance. Indeed, no person must be judged according to his or her roots. Certainly, societal status does not in any way make a discerning factor to tell the worth and value of a person, because if there is any symbol and example who best represents a story of humble roots to the height of glory and honor in America, it would be undeniably someone like former President Dwight Eisenhower of the United States. Works Cited Bancroft, David G. â€Å"Dwight D. Eisenhower: 34th President (1953-1961). † USA Patriotism. 2002. 24 November 2008 http://www. usa-patriotism. com/quotes/eisenhower. htm. Dwight D. Eisenhower Memorial Commission. Why Memoralize Eisenhower?. 27 August 2008. 24 November 2008 http://www. eisenhowermemorial. org/whymemorializeike. htm. â€Å"Dwight David Eisenhower†. The Eisenhower Library Information Resources. September 2000. Ibiblio. 24 November 2008 http://www. ibiblio. org/lia/president/EisenhowerLibrary/_General_Materials/DDE_Biography. html. The Eisenhower Foundation. Biography: Dwight David Eisenhower October 14, 1890-March 28, 1969. 05 August 2008. Eisenhower. com. 24 November 2008 http://www. dwightdeisenhower. com/biodde. html. Kelly, Martin. â€Å"Dwight D. Eisenhower- Thirty-Fourth President of the United States. † About. com: American History. 24 November 2008. http://americanhistory. about. com/od/dwightdeisenhower/p/peisenhower. htm.

The Boy in the Striped Pyjamas: Analysis

The Boy in the Striped Pyjamas: Analysis Thesis: When boundaries like social, cultural physical and separations constrained Bruno’s life, it never prevented him from forming a forbidden friendship Sana Ibrahim -3202 John Boyne is an Irish novelist born in Dublin. He wrote 70 short stories and many novels focused on adults and young readers. The Boy in Striped Pyjamas is a novel focused on a younger audience. Several film adaptations were done to this film and in 2006 film adaptation was an award-winning Miramax. Furthermore, the novel won 2 Irish awards and received positive reviews by many papers. For instance The Guardian reviewed as, â€Å"A small wonder of a book†¦this is what fiction is supposed to do† (Boyne, 2010-2014). The Boy in Striped Pyjamas is a fable which captures a hint of the holocaust but still has a great impact on our emotions. This is a story written from a 9 year old boy’s perspective, who lived during World War II. In this story the 9 year old Bruno along with his family moved from Berlin to Poland due to his father’s job promotion. His father was a Nazi officer who was recently appointed to the commander by the Fuhry. As a result they were sent to an isolated area near the â€Å"Out With† concentration camp. (In reality it is Auschwitz Concentration camp in Poland). In this story Bruno felt the loneliness of the place very much. This is because they were home schooled and he had no friends to play with unlike in Berlin. Bruno being a curious and adventurous explorer started to explore the house he lived paying no heed to boundaries. One day he sneaked from the back door and ran through the forest and ended finding a boy near a fence. He met the Jew boy Shmuel fo r the first time. They shared same birthday and age. Bruno sneaked every day to meet his friend near the fence as their budding relation prospered. One fateful day Bruno being a loyal friend to Shmuel decided to help find his dad trapped in the concentration camp. So he disguised in the striped pajama and crawled down the fence. Unfortunately, they ran into a death marching group leading to a gas chamber. They were naà ¯ve about what was about to happen as they walked into their death. It was their ill-fate that they were among the Jews who became the victims of the incinerators (Boyne, 2006). Despite the fact that Bruno was taught to hate the Jews as mortal enemies and his parents’ constant warnings, he proceeded with his virtues. When boundaries like social, cultural, and physical separations constrained the 9 year old boys’ life, it never prevented him from forming a forbidden friendship. Bruno’s family was portrayed as a rich family in Berlin as well as at Auschwitz. In Berlin they had a 5 story building in a position that entire city can be seen. Bruno says this in the story as he could see right across Berlin if he stood in his tiptoes as he held onto the window frame tightly. When they shifted to Poland they had a three story house with a rich life. There were servants attending to every need. However, in Bruno’s room through the only small window, he sees a farm like place from a distant. The area doesn’t look as lively as he thought it would be. His first impression was, â€Å"I don’t think other children look at all friendly,† (Boyne.p.18) even though his mother taught him not to prejudice others. Furthermore, Bruno is brought up in a place where he couldn’t interrupt his mother in any case. While they were about to leave the Berlin house, when the servant Maria interrupts, Bruno immediately recalls the rule of not inte rrupting his mother. Likewise, he cannot disturb his father unnecessarily. His father pays importance in maintaining disciple and the kids are forbidden to question their parents’ authority in decisions (Boyne, 2006). Judaism is considered as a religion by most scholars but the Germans describe Judaism as ethnicity (Hollingshead.p.4). During the holocaust due to this the two different groups were separated while the Jews behind a barbed fence deprived them from their lives. The Boy in Striped Pajamas reckons vast discrimination of Jews and Germans. For instance when Bruno and his family were travelling to Auschwitz they travelled by a train in which there were plenty of spaces for people to sit. On the one, Jews were tightly packed into the trains with undesirable conditions for a human being to breathe or live. â€Å"†¦transport arrived in Auschwitz on September 5, 1944 with 1,019 Jews on board. Men and women were separated† (United States of Holocaust Memorial, 2013). Jews were treated badly because they belonged to a certain ethnic group even though both groups were headed to same destination. During the time when Shmuel described how they came to the camp Bruno found it hard to bel ieve this since there was nothing like that in the trains they travelled. Moreover, having seen the documentary which shows the conditions and how the people were treated greatly influenced his little mind to believe things with in the camp were good (Boyne, 2006). As the two kids came to know each other more they ultimately believed each other more than the parents. This is the main reason why Bruno in the end with natural reluctance, joined his friend in the concentration camp. While the Nazis separated the two groups of people, they however failed to recognize their own type. This proves that what they actually hate is the religion not the people. While the Jews survived in misery, Germans had the choice to live. In this story Bruno was given all the freedom he wants within the household and beyond that he is deprived from this. For example the back door physically separated him from the surrounding. As he was not allowed to cross the door and the boredom pushed him to explore beyond it. Just like his tutor Herr Liszt encouraged in exploring, Bruno went pass the back door into the forest to discover new and interesting things just like the great explorers Christopher Columbus and Amerigo Vespucci (Boyne.p.56). On his first venture he found the boy sitting near the fence and their small talks resulted to build the trust in which each promised to be friends for life (Boyne, 2006). During World War II Jews and Christians were separated by the Germans providing bad conditions within the concentration camps. The Nazi officers removed their clothing and forced them to wear one â€Å"striped pajama† as in the story. In this story Bruno asks Shmuel why do they always wear pajamas and he responds that is the only type of clothing they get to wear unlike Bruno who wears different clothing every day. The Jews barely get to eat and almost every day when Bruno meets Shmuel he is hungry and longing for food. When Shmuel was brought to commanders house to clean the wine glasses Bruno offered Shmuel the fancy foods they eat which ended poor Jew being beaten by the officer (Boyne, 2006). During this time children were subjected to child labor and many were killed just as they arrived the camp. This is because the Officers believed that they are â€Å"useless eaters† (United States Holocaust Memorial, 2013), and immediately killed them in gas chambers.† On ly 6 to 11% of Europes prewar Jewish population of children survived† (United States Holocaust Memorial, 2013). Shmuel, Paul (who comes to peel vegetable) and other Jews in the camp are always sad, whereas the Germans are happy despite their brutality to humans. Bruno however worries and questions Shmuel about these although some answers are hard to believe because of the good conditions they have been subjected to in their lives. â€Å"Holocaust was an event of such consequence and philosophical significance it seems to transcend the boundaries of time† (Hollingshead, p.1).Through the eyes of Bruno the people inside the fence makes him sad. Although his sisters comment that they look â€Å"filthy† he rather says, â€Å"but maybe they don’t have any baths† than agreeing to the fact that they look dirty (Boyne, 2006). In a life where everything of Bruno is controlled by someone to a certain extent he manages to question certain behaviors and things even though he is not allowed to act differently in any circumstances. Bruno is a free spirit and at such a young age he considers his own thoughts over others. He finds his own ways to overcome the boredom at his new house. One day he makes a swing for him although he gets hurt at the end. He formed a strong bond with the dirty Jew boy he said at the beginning making him believe what is important in life is to accept people for who they are. References Boyne, J. (2010-2014) The Boy in the Striped Pyjamas http://www.johnboyne.com/fiction/younger-readers/the-boy-in-the-striped-pyjamas/ Boyne, J. (2006) The Boy in the Striped Pyjamas http://www.anderson5.net/cms/lib02/SC01001931/Centricity/Domain/222/The%20Boy%20in%20the%20Striped%20Pajamas.pdf Hollingshead, A. (2005-2006) G-d was not in Auschwitz http://www.gwu.edu/~uwp/fyw/euonymous/2005-2006/06-hollingsheadfinal.pdf United States Holocaust Memorial. (2013, 6) Plight of Jewish Children http://www.ushmm.org/wlc/en/article.php?ModuleId=10006124 United States Holocaust Memorial. (2013, 6) Children during the holocaust http://www.ushmm.org/wlc/en/article.php?ModuleId=10005142 Word count 1526

Ragged Schools in the Victorian Era

Ragged Schools in the Victorian Era Victorian times started out in 1800s and lasted  until 1901. During this period of time, children were living in poverty, thus one of the great movements of Victorian philanthropy was establishing of ragged schools to provide education opportunity, like its name, Ragged Schools provide education for children who are too ragged, filthy, wretch forlorn to enter any other places (Besant, 1984). The origin of ragged schooling was first founded by John Pounds (1766 1839), he was a cobbler in Portsmouth and initiated by using his shop in 1818 for educational activity. John pound actively recruit children by spending time on streets and quays of Portsmouth by making contacts with children as well as bribing them with baked potatoes (Guthrie, 1847). After recruiting these children, he would then teach the girls to cook simple food where the ragged school cookery class is form. As for the boys, he would impart his skills set as a cobbler to them which would eventually representing industrialism. Reading, writing and arithmetic were also taught thoroughly thus making education as a base for schooling (Montague, 1904 p.40-41). Another Ragged School would be St. John’s School which is situated at Forton, a small village in Staffordshire in England. During year 1830 to 1831 it was being used as a Sunday School before being converted to a ragged school in 1861. During 1861, boys and girls schools were built within the existing premises, thus, different sexes would be posted to their designated buildings respectively. There were also blackboards and slate pencils available as well as cane which is being used as implementation of punishment system for children being late or playing truancy (Turner, 1986). As children during Victoria’s England, it was a time where child dominate the society, thus, during this time families tends to be large which eventually leading to overcrowding which then leading to poor families. Poor children are often put to work at early age such work places could be textile mills and also coal mines where working conditions are often deadly thus, education are something of a luxury for the children (Boone, 2005). Thus, the ragged school provides a safe environment and protection for children which has proper mentor in guiding skills set for them. Such protection would be to protect them from their parents who did not know how to guide a child into the right path (Silver, 1983 p. 20). Charles Dickens was another person whom brought the whole of Britain attention to children (Smith, 2001). He wrote the first letter on ragged schooling after he visited Field Lane Ragged School which was established in 1841, which later appeared in The Daily News on February 4th 1846. He mentioned â€Å"they are never taught; that first distinctions between right and wrong are, from their cradles, perfectly confounded and perverted in their minds; that they come of untaught parent† (Charles, 1846). Children were not taught on morality and were unable to differentiate neither what is right nor what is wrong, thus resulting in higher crime rate such as pickpocketing, thus, ragged school rescues children who are facing such difficulties in their lives (Boone, 2005). Dickens (1841) also described the boys that were age from mere infants to young men who were rescued to Field Lane Ragged School when he made his way down to the chamber room where these boys are going to live in. When he first saw the boys, he could not see any ingenuous, frank or even pleasant in their faces but their expressions and behaviours looked vicious, wicked, cunning, feeling being abandoned from all help (Boone, 2005). Some people might think that Dickens is being extremely harsh with the above comments but, he points out severe problems with the education system in Victorian England. As the teachers are mostly volunteers, basic education such as writing, reading and arithmetic were all being provided for these children as well as a sheltered place for these children (Macgregor, 1853). However, majority of the children were not as civilised and their behaviours constantly poses problems to the teachers. They could be listening attentively at sometimes while totally changes to another personality in a short time frame causing nuisance hence, punishment system was implemented. One of such punishment would be to forfeit the day’s pleasure if one is found with being disobedient to teachers. Whenever the day arrives and the children whom misbehaves realises that they were not going anywhere, they would start crying. This would serve as a reminder to them which would gain beneficial and positive result in shaping their behaviours and improving their manners (Walvin, 1982). There was another man whom made a great contribution to the Ragged School movement, Dr Thomas John Barnardo (July 1845 – September 1905) who started his own experimental Ragged School in late 1866 (Fletcher, 2005 p.41). He met the first destitute child, Jim, in 1866 and described Jim as â€Å"genuine Arab boy, friendless, homeless† (Marchant, 2007, p. 342). Barnardo also mentioned that when he saw the upturned faces more of those boys, he realises the fact that all absolutely destitute and homeless, he knows himself that he must look for ways to save these boys whom were also labelled as â€Å"street-arabs† (Wagner, 1979). First, he started a marketing strategy for his ragged school, â€Å"photographic marketing† (Ash, 2008 p.180) to increase the public’s awareness surrounding those pauper children during Victorian times as well as to raise funds for his ragged school. He would create postcards of poverty-stricken, dirty children before coming to orphanage and compare and contrast with the after photograph where the children are well-dressed and good-manner (Swain and Hillel, 2010). In this, much awareness was gained about how parents have failed in giving their child proper education and understanding of own morality, thus, bringing up issues of children during that time (Ash, 2008 p. 180) Lastly, there were two logbook entries by their headmaster from Kidmore End Ragged School which started recording in 1873. â€Å"8 October 1868 1st class not well attended. Boys wanted for work for tending cattle and working in the field† and â€Å"3 April 1871, Harry Castell and George Prior punished for playing truant since yesterday afternoon. There was no drill in the afternoon, the weather being damp and showery† (Hendrick, 1997). From the above entries, we could deduce that children who were attending Ragged School were still constantly wanted for work however, they would be punished for truancy, thus enabling them to change their behaviours as well as for them to realise the importance of education during Victorian times. With all these evidence to support the contributions of the Ragged School has made during Victorian times, although their facilities are not as good as those normal schools, however, the intentions of the founders were the same. They wanted to build a better future for British’s children during that time. They foresee that only when children receive more education, the country would then be able to progress (Hendrick, 1997). References Ash. S 2008, ‘Heroin Baby: Barnardo’s, Benevolence, and Shame’, in Journal ofCommunication Inquiry, 32(2), 179-200. Ashley, M 1850. Ragged Schools and Emigration Special Appeal. The Times, 10 July. Besant, W 1894. The Jubilee of the Ragged Schools Union, London: RSU. Boone, T Youth of Darkest England: Working-Class Children at the Heart of VictorianEmpire. New York: Routeledge, 2005. Fletcher, W 2005, Kepping the Vision Alive: The Story of Barnardo’s 1905 -2005. Barnardo’s Organiszation, Essex. Guthrie, T 1847 Plea for Ragged Schools, or Prevention is Better Than Cure, Edinburgh HC Deb 1849. Ragged Schools. [ONLINE] Available at:http://hansard.millbanksystems.com/commons/1849/jul/24/ragged-schools. [Accessed 29 October 14]. Hendrick, H 1997, Children, childhood and English society, 1880-1990, Cambridge University Press, Cambridge. Macgregor, J 1853, Ragged Schools: their Rise, Progress and Results. London. Marchant, J 2007, Memoirs of the Late Dr. Barnardo, Hodder and Stoughton, London. Montague, C. J. 1904 Sixty Years in Waifdom. Or, the Ragged School Movement in English history, London. Silver, H 1983 Education as History, London: Methuen. Smith, M 2001 â€Å"Ragged schools and the development of youth work and informaleducation†. The encyclopaedia of informal education. [www.infed.org/youthwork/ragged_schools.htm]. Swain, S and M Hillel 2010, Child, Nation, Race and Empire: Child Rescue Discourse, England, Canado and Australia, 1850-1915, Manchester University Press, Machester. Turner, O 1986. Forton St. Johns School. 1st ed. Staffordshire: London. Wagner, G 1979, Barnardo, Weidenfield and Nicolson, London. Walvin, J 1982 A Child’s World. A social history of English childhood 1800 – 1914, London: Pelican. WT14041938 Page. 01 of 06

Catcher In The Rye :: essays research papers

Catcher in the Rye Essay Holden wanted to be the catcher in the rye. Holden wanted to catch children before they fell off the cliff and realized how the world really is, the world is disappointing. He wanted to keep children innocent and pure. There are several quotes and examples to support this in Catcher in the Rye like when the kid was singing in the park of Radio City, the school scene, Allie’s death and Holden’s rage over Allie’s death. Allie’s death helps make Holden’s decision about wanting to be a catcher in the rye. Holden wished he could have caught Allie before he fell off the cliff and died. Holden wanted to save Allie to catch him before it was too late. The night of Allie’s funeral Holden smashed every window in his garage with his fists. Holden tried smashing the windows on the car but his fists were too badly injured to do it. Holden went to the hospital bleeding during Allie’s funeral. Holden did not attend his brother’s funeral, so that he would not have to completely let go of Allie. Holden was changed so much by his brother’s death, Allie’s death. Holden often talks to himself, like Allie was still right next to him, thinking he is having a conversation with Allie. This shows Holden has unresolved issues of Allie’s death, that he has not gotten over it yet. Holden never goes to Allie’s grave, to see his tombstone. Thinking that if he never goes to see him, Allie death would never have really taken place in Holden’s mind, kind of like hear no evil, see no evil. Holden watches Phoebe ride on the carousel, turning and turning on it, and thinks "so damn happy all of a sudden". "This recreates the pattern of the catcher in the rye story" writes Malcolm Bradbury. Holden, the protective, watcher observes Phoebe’s happiness of childhood. Holden realizes that children are born innocent. Much like Adam and Eve in the Bible, both were innocent until coaxed into eating the fruit of knowledge from the tree by the snake of evil, in the Garden of Eden. God told them not to eat the fruit from the tree of knowledge but Adam and Eve wanted to be as smart as God. To punish Adam and Eve, God made the fruit get stuck in their throats and give them sin. After that Adam and Eve started wearing clothes because they were no longer innocent.

Literature Essay -- Education, Reading

Literature has the ability to take students to new places, and it allows them to experience many things they will never encounter in their lifetimes. In an effort to afford this opportunity to experience new things to all children, numerous studies have been conducted to examine ways to improve elementary students’ reading skills and overall reading comprehension. Within these studies, scholars have discussed links between vocabulary acquisition, vocabulary knowledge, fluency, and reading comprehension. This paper discusses these links and strategies to help students improve all aspects of their reading. In 1997, Congress asked the National Institute of Child Health and Human Development (NICHD, 2000) to select an independent panel of reviewers to evaluate research and literature in order to determine the most effective way to teach children how to read. This panel was comprised of fourteen individuals from a variety of backgrounds; scientists in reading research, representatives of colleges of education, reading teachers, educational administrators, and parents. The panel came to be known as the National Reading Panel (NRP). The result of the NRP research was that the most effective way to teach children to read is through diverse instructional methods and techniques. According to the panel, effective reading instruction should consist of teaching students to break apart words and listen for sounds (phonemic awareness), teaching students that sounds form words (phonics), having students read aloud and provide them with feedback (guided oral reading), and applying comprehension strategies to guide and build complete reading comprehension. With this new wealth of knowledge, the NICHD began distributing their findings to... ...ntiff. This enriched content allows little doubt as to what the meaning of the vocabulary word is. The reader is able to use this example to not only learn the meaning of the word, but to gain an understanding of the purpose and way to use context clues to construct meaning. Hacker (2004) pointed out that one important strategy that is central to improving students’ reading comprehension is students’ ability to monitor their own comprehension. This concept is carried out by students identifying and resolving their own errors in reading. Students need to be able to decide whether or not what they have read makes sense. If not, they need to realize that they have encountered an error and begin problem solving as to what needs to be reread. This skill is especially important as students get older and begin reading an increasing volume of text independently. Literature Essay -- Education, Reading Literature has the ability to take students to new places, and it allows them to experience many things they will never encounter in their lifetimes. In an effort to afford this opportunity to experience new things to all children, numerous studies have been conducted to examine ways to improve elementary students’ reading skills and overall reading comprehension. Within these studies, scholars have discussed links between vocabulary acquisition, vocabulary knowledge, fluency, and reading comprehension. This paper discusses these links and strategies to help students improve all aspects of their reading. In 1997, Congress asked the National Institute of Child Health and Human Development (NICHD, 2000) to select an independent panel of reviewers to evaluate research and literature in order to determine the most effective way to teach children how to read. This panel was comprised of fourteen individuals from a variety of backgrounds; scientists in reading research, representatives of colleges of education, reading teachers, educational administrators, and parents. The panel came to be known as the National Reading Panel (NRP). The result of the NRP research was that the most effective way to teach children to read is through diverse instructional methods and techniques. According to the panel, effective reading instruction should consist of teaching students to break apart words and listen for sounds (phonemic awareness), teaching students that sounds form words (phonics), having students read aloud and provide them with feedback (guided oral reading), and applying comprehension strategies to guide and build complete reading comprehension. With this new wealth of knowledge, the NICHD began distributing their findings to... ...ntiff. This enriched content allows little doubt as to what the meaning of the vocabulary word is. The reader is able to use this example to not only learn the meaning of the word, but to gain an understanding of the purpose and way to use context clues to construct meaning. Hacker (2004) pointed out that one important strategy that is central to improving students’ reading comprehension is students’ ability to monitor their own comprehension. This concept is carried out by students identifying and resolving their own errors in reading. Students need to be able to decide whether or not what they have read makes sense. If not, they need to realize that they have encountered an error and begin problem solving as to what needs to be reread. This skill is especially important as students get older and begin reading an increasing volume of text independently.

Article

You stated that on Saturday September 3. 2011 at exactly 0644 you received a call from Supervisor Everett Knight advising you that Kerry Petit, Field Office Manager canceling you from working the weekend due to weather.. Is that correct? 2. You further stated that you were scheduled to work at Zen-Non Sunday September 4, 2011 and you should have been called back to work when Zen-Non was allowed to work on that date. Is that correct? 3. At what number were you contacted for the cancellation on September 3, 2011? Is the number used to contact you the same number listed in the employee contact list at the field location which you were called from? How do you know? 5. How many field locations are there? 6. Did you have the opportunity to review your personnel contact number on the employee contact list at other field locations after September 4, 2011 ? Were they correct? 7. In what form is the employee contact information listed? Can you give a brief description? 8. How long have you had your current contact phone number? 9. Mr..Shepherd stated that he tried to reach you at (225) 622-3090 do you recognize this number? Do you know how old it may be? Is it current? Where do you think this number came from? 10. Who is responsible for the establishment of employee contact lists? Have you seen an old or multiple lists at any field locations? 11 . Were you ever instructed on who you should contact in the event your contact information changes? 12. Did you receive calls prior to September 4, 2011 to your contact number from the New Orleans Field Office? From who? Article You stated that on Saturday September 3. 2011 at exactly 0644 you received a call from Supervisor Everett Knight advising you that Kerry Petit, Field Office Manager canceling you from working the weekend due to weather.. Is that correct? 2. You further stated that you were scheduled to work at Zen-Non Sunday September 4, 2011 and you should have been called back to work when Zen-Non was allowed to work on that date. Is that correct? 3. At what number were you contacted for the cancellation on September 3, 2011? Is the number used to contact you the same number listed in the employee contact list at the field location which you were called from? How do you know? 5. How many field locations are there? 6. Did you have the opportunity to review your personnel contact number on the employee contact list at other field locations after September 4, 2011 ? Were they correct? 7. In what form is the employee contact information listed? Can you give a brief description? 8. How long have you had your current contact phone number? 9. Mr..Shepherd stated that he tried to reach you at (225) 622-3090 do you recognize this number? Do you know how old it may be? Is it current? Where do you think this number came from? 10. Who is responsible for the establishment of employee contact lists? Have you seen an old or multiple lists at any field locations? 11 . Were you ever instructed on who you should contact in the event your contact information changes? 12. Did you receive calls prior to September 4, 2011 to your contact number from the New Orleans Field Office? From who?

Leadership and Organizational Behavior Essay

A Proposal: †¢ precisely defines your research topic and the need for studying it—what is the organizational issue and OB topical area that requires attention and further study †¢ provides a research question to summarize the problem statement, however tentative it may be †¢ explains the sources critical to your proposed research, demonstrating that they are adequate for your project Proposal Organization: Your project proposal must include the following four labeled sections: Your Name (top of first page). Organization. Give the name of the organization and very briefly describe it. If you are focusing on one department in the organization – tell which one and describe it briefly. Be sure to include a description of your role in the organization. Set the context for the problem statement. Problem Statement. Identify and clearly state the problem—the leadership / management issue in which an element of the identified organization is not meeting expectations. The problem statement is usually phrased in terms of questions considerably more focused than the subject of the paper. End this section by stating the problem in the form of a question. For example, if a work group is not performing effectively, an effective problem statement might be, â€Å"How can group performance be improved?† rather than simply â€Å"Poor group performance.† A well-formed problem statement has four main characteristics: 1. Unity – the problem statement articulates a single controlling idea. The idea may be complex and have several parts, but it should be one idea nevertheless. 2. Focus – the problem should be restricted and specific enough for the reader to gain a clear idea of the OB topical area and the direction of your study and research. 3. Structure – if the problem statement is sufficiently focused, it will provide a basis for decisions about which information to include and which to exclude from the paper. 4. Interest – the problem statement should sharpen the reader’s interest in the OB topical area of interest. Research Plan. Provide an overview of what specific research/actions you will be taking on your problem statement. (surveys, journals, etc.). Do not be vague in this section. Note: Interviews are discouraged unless you secure management approval in advance. Scholarly Sources. You are required to use scholarly sources for your course project. Stay away from textbooks as your primary source. †¢ Within DeVry University Library Services (link can be found within The HUB), you have access to EBSCOhost, which offers full-text access to articles in all subject areas. Within EBSCOhost, you can do an advanced search where you have the choice to search for only â€Å"scholarly (peer reviewed) journals†. †¢ You might also consider using the Google Scholar search engine. Proposal Deadline: The proposal is due at the end of Week 2. Format of Your Proposal †¢ Header should include the title â€Å"Your Name Project Proposal† and the date †¢ Typically this is a one page document—if your need two pages, you are exceeding what is required for the proposal. †¢ Spell check / grammar check / proofread! †¢ Save your document in the following naming convention: â€Å"your last name first initial† Project Proposal.docx and leave it in the Week 2 Project Proposal Dropbox