Mississippi’s school Essay

The SAGE program in partnership with John Hopkins University of Baltimore Maryland, invites, states or districts to become members in improving the student achievement in the potential members’ schools. Through the National Network of Partnership Schools, SAGE and others in the network will work states, districts and other educational organization members to form an Action Team for Partnership plan. Members follow the Six Types of Involvement format (NNPS online). Five years of NNPS surveys and result focused studies on member schools’ progress has been reported (2005). NNPS uses research results to develop practical tools, materials, and guidelines for schools and school districts. Presently, over 1000 schools, 100 districts, and 17 state departments of education are working with NNPS to use research-based approaches to establish and strengthen their programs of school, family, and community partnerships (2005). It is suggested that incorporating the following elements create better programs and outreaching to parents of the students and increased parental involvement (2005). 1. Leadership 2. Teamwork 3. Action plans 4. Implementation of plans 5. Funding 6. Collegial support 7. Evaluation 8. Networking Results from longitudinal studies showed that â€Å" a review of literature on family involvement with students on reading, indicated that, across the grades, subject specific interventions to involve families in reading and related language arts, positively affected students’ reading skills and scores (Sheldon & Epstein, 2005b). The original SAGE pilot program research involved participants of which fifty percent were below the poverty level (Vinson, 2002). Participating classes were reduced from average size to fifteen students per teacher. An evaluation by Molinar, Smith and Zahorik (1999) revealed that the first grade SAGE students demonstrated higher achievement when compared to nonparticipating schools in both language arts and math. Second and third graders were reported to follow the same pattern. The third study to be reviewed is the Prime Time (1984) project in Indiana. This was originally planned to be a two year project started in 1984 but it had such promising results that by 1988 all k-3 classes were reduced in Indiana. The average FTE was eighteen. In 1989, McGivern, Gilman and Tillitski compared samples of achievement levels of second graders from six districts with reduced class sizes and three districts that were not reduced and found significantly larger gains in reading and math among students of smaller classes. As with project STAR, SAGE has suffered criticism. Limitations mentioned were that â€Å"students were not assigned to experimental control groups on a random basis†, and that school policies were changed and implemented during the course of the study (Vinson, 2002). A widely criticized factor was the use of teacher incentives to motivate small classroom achievement. As mentioned previously, opinions on class size vary. Over the years several researchers have analyzed studies and evaluated the effectiveness of each. Glass and Smith (1979) found after analyzing seventy-seven empirical studies on class size versus student achievement, that small classes were associated with higher achievement at all grade levels. For greatest results in student achievement, students should attend small classes for over one-hundred hours (1979), with under twenty students. Small classes are beneficial because of 1) better student reaction 2) teacher morale and 3) quality of the teaching environment (Vinson, 2002). In a review of one-hundred relevant studies, small classes had been the most beneficial, during kindergarten and third grade, but only if teachers change their methods and procedures (Robinson and Wittebols, 1986). Slavin’s (1990) research of empirical studies, were chosen for analysis based on a three part criteria; 1) class size had been reduced for at least one year 2) twenty students were compared to substantially larger class sizes and 3) students in both class sizes were comparable (1990). Contrary to previously mentioned researchers, Slavin believed that smaller class size had minimal positive effects on students and those effects did not continue once students were returned to normal, larger classes (1990). A highly published researcher, Eric Hanushek has voiced his opposition to small classes benefiting student achievement since the mid-1980s. In all his reviews of class size studies, he’s always concluded that; â€Å"The evidence about improvements in student achievement that can be attributed to smaller classes turns out to be meager and unconvincing (Vinson, 2002)†. Johnson (2000), citing a study at the Heritage Foundation examining National Assessment of Educational Progress (NAEP) reading data, asserted that the difference in reading assessment scores between students in small classes and students in large classes was insignificant. He criticized class size reduction programs citing California as example of how such programs exacerbate the problem of lack of qualified teachers to fill classrooms. His claim of the lack of association between class size and performance was consistent with Hanushek’s conclusions (1999). Studies of the effects of class size in secondary schools are much more rare and largely equivocal (Deutsch 2003; Grissmer 1999). Many of those who advocate for smaller class sizes at the secondary level argue that small classes positively impact the school environment, thus, improving performance indirectly. In her review of the literature of class size and secondary schools, Deutsch (2003) highlights studies that conclude small classes stimulate student engagement, allow more innovative instructional strategies, increase teacher-student interactions, reduce the amount of time teachers devote to discipline, improve teacher morale, and minimize feelings of isolation and alienation in adolescence that can come from anonymity. Another important process variable the researcher will investigate is the effects of school policy on student achievement. An influential policy becoming common in schools is that of parental support and teacher incentives. As with the other factors in this model, conclusions about the effects of both on student performance has been mixed, but recent studies seem to point to more positive correlations, particularly teacher experience (Hedges, Lane, and Greenwald 1994). Mississippi’s Department of Education’s Schools and Parents Partnering for Student Success is a brochure given to the parents of Mississippi public school students to educate them on what level of proficiency their child should be on in an attempt to form a relationship between school and home. Strategies for improving student achievement according to Mississippi’s School.

25 Idioms with Clean

25 Idioms with Clean 25 Idioms with Clean 25 Idioms with Clean By Mark Nichol The adjective clean has many senses: â€Å"free from dirt, contamination or disease, or pollution,† â€Å"fair† or â€Å"pure,† â€Å"clear† or â€Å"legible,† â€Å"smooth,† â€Å"empty,† â€Å"complete† or â€Å"thorough,† â€Å"skillful,† â€Å"free of a claim or impediment,† and â€Å"free from corruption or from lasciviousness or obscenity†; it also refers to freedom from drug addiction or lack of possession of contraband such as drugs or weapons. A variety of idioms that include the word have evolved: 1. clean (one’s) plate: eat all the food served 2. clean (someone’s) clock: beat or defeat soundly 3. clean as a whistle: pure or free of involvement in illegal activities 4. a clean bill of health: notification that a person or other entity is in good health or operating condition (from a report from a health official that all crew and passengers on a ship arriving in a port are free of illness) 5. clean break: abrupt and complete disassociation 6. clean code: well-written computer-programming code 7. clean conscience: absence of guilt or remorse (also â€Å"clear conscience†) 8. clean cut: tidy and well groomed 9. clean getaway: uninterrupted escape 10. clean house: rid an organization of corruption or inefficiency 11. clean (someone or something) out of: remove people or things 12. clean sheet: variant of â€Å"clean slate† (mostly used in British English); alternatively, said of an athlete or team that allows no goals (British English) 13. clean slate: a fresh chance or start (from the now-outmoded use of chalk on slate to record one’s debt at a tavern) 14. clean sweep: the winning of all competitions or prizes 15. clean the floor up (with someone): beat someone up 16. clean up: make something clean or proper, earn or win a lot of money, reform, or defeat 17. clean up (one’s) act: improve or reform 18. clean out: leave bare or empty, or take or deplete 19. come clean: be honest 20–21. have clean hands/keep (one’s) hands clean: be without guilt 22. keep (one’s) nose clean: stay out of trouble 23. make a clean breast of it: admit the truth 24. squeaky clean: completely clean or incorruptible 25. wipe the slate clean: give someone a fresh chance or start (see â€Å"clean slate†) Also, the proverb â€Å"A new broom sweeps clean† means that someone new to a situation (such as a job) will make a concerted effort to impress others. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:20 Computer Terms You Should Know50 Idioms About Meat and Dairy ProductsWhat is an Anagram?

Capital accumulation Essay Example for Free

Capital accumulation Essay Nucleon should focus on contracting manufacturing for phases I and II and then for phase III focus on vertical integration of production to create greater economic value, therefore gaining and sustaining competitive advantage and producing the largest NPV. By contracting manufacturing, Nucleon will be able to focus on core competencies with no capital investments. Also, by vertical integration Nucleon gains sources of competitive advantage. Contracting manufacturing focuses on core competencies. Nucleon will have facilities and personnel in place to implement phases I and II, require no capital investments (reducing up front costs: Table 1), and therefore able to focus on clinical trials. As Hurt’s commented, â€Å"It’s important for us to get our products into the clinic before others do.† Vertically integrating increase NPV by 2002 and gains competitive advantage. Nucleon has high threats of opportunism due to uncertainty and complexity. There are over 200 other firms and Nucleon needs to obtain competitive advantage and then sustain this advantage. By integrating, Nucleon has good possibilities of raising funds, producing other products, and raising a larger income. Vertical integration provides a larger potential income for Nucleon in phase III based on NPV (refer to Table 1), while contracting manufacturing for phases I and II provide Nucleon with ability to focus on core competencies and thus producing the largest NPV by 2002 of approximately $20M. Performed well even in the recession. CEO believed that you need to have an effective strategy and right people to execute the strategy. The company has been able to gain competitive advantage, but can they sustain this advantage? Distinguishes us from other players in the M&A field, it’s that we stay in touch with the companies. 2001-Present Danaher focused on allocating decisions on the basis of return on invested capital (ROIC) Capital accumulation. (2016, May 30).

Eisenhower's Farewell Address Essay Example | Topics and Well Written Essays - 250 words

Eisenhower's Farewell Address - Essay Example The Pentagon is the headquarters of the Department of Defence. Much of the focus of the complex is on this institution as this is where the money goes and the decisions are made. This was especially true during the height of the Cold War when the U.S. faced an existential threat from the Soviet Union, and members of the complex could use fear to strengthen their arguments. These groups not only felt that America needed to spend more on the military to survive, they also wanted more money spent so that they themselves could be enriched. Many of these programs would not have been a good use of taxpayers funds. For Eisenhower, this was unacceptable. He valued a strong national defence policy, but he was concerned that defence spending was taking over and that it was eating into other programs. He knew that for America to be strong it needed both a powerful military and also the social and cultural programs that made it a beacon of freedom to the world. He believed that too much power in the hands of the military-industrial complex would have negative consequences. Work consulted Bowie, Robert R. and Richard H. Immerman. (1998). Waging Peace: How Eisenhower Shaped an Enduring Cold War Strategy. Oxford University Press.

Emotional Disturbance Assignment Example | Topics and Well Written Essays - 500 words

Emotional Disturbance - Assignment Example Low and below average intelligence level may also indicate mental problems in children. A typical development is exhibited by children whose behavior is dissimilar or differs from the normal or expected range of development. Such children display unusual behavior from their peers (Breslau, Staruch & Mortimer, 2002). Care should be taken to establish if the unusual behavior is a reflection of the child’s personality or weaknesses that are of concern. Atypical behavior should be carefully noted and recorded as it may affect a child’s future development. The resilience factors are individual traits that help a person to adapt to adversity and stress. These factors may be displayed in the ability to make plans and follow them. Maintain positive self-concept and confidence in your ability. Being able to communicate and ability to manage strong emotions and impulses. Mental disturbance affects a child’s learning process. Emotional disturbance, disruptive behavior and aggressive behavior slows down the child’s thoughts. For example, inability to follow a teacher’s instruction may mean that the child doesn’t learn anything at all. Thus, mental disturbance affects the classroom functioning for the child and others in the class. Disruptive behavior such as aggressiveness interrupts learning. The recommended intervention involves reassuring the aggressive child that there is no danger so that they stay calm. Constant monitoring of their performance and paying attention to them in class may reduce their defence mechanisms. Additionally, guidance and counseling may be very useful (Trout et al, 2000). The English learner modifications needed involves holding special lessons for these children to repeat what was said in class. The teacher should use language or learning materials that are specifically designed for such special need students. The

Libyan Negotiations to Join the World Trade Organization Dissertation

Libyan Negotiations to Join the World Trade Organization - Dissertation Example The World Trade Organization was developed as the successor of the General Agreement on Tariffs and Trade (GATT). The General Agreement on Tariffs and Trade or GATT was initially developed as an international organization dealing with multilateral agreements that focus on economic cooperation on a worldwide level. It was developed together with the Bretton Woods institutions – the International Monetary Fund and the World Bank. When it was established, the General Agreement on Tariffs and Trade were merely composed on twenty-three members. As time passed by, the membership therein has increased to fifty which in turn also launched the initiatives pertaining to the establishment of the World Trade Organization. As reflected in the earlier parts of this introduction, the establishment of the World Trade Organization is premised on its capacity to enforce global trading by providing important rules and regulations related thereto. The proponents of the World Trade Organization ha ve then been responsible for the development of the charter of the former. In the same manner, they are also given the task to come up with bilateral or multilateral agreements that cover the following in the international arena: (1) labor, (2) business practices, and (3) investments. Finally, the members of the World Trade Organization are also concerned with the significant reduction of trade restrictions so as to be able to properly implement the tenets of free trade, as envisioned by the World Trade Organization.... ablishment of the World Trade Organization is premised on its capacity to enforce global trading by providing important rules and regulations related thereto. The proponents of the World Trade Organization have then been responsible for the development of the charter of the former. In the same manner, they are also given the task to come up with bilateral or multilateral agreements that cover the following in the international arena: (1) labor, (2) business practices, and (3) investments. Finally, the members of the World Trade Organization are also concerned with the significant reduction of trade restrictions so as to be able to properly implement the tenets of free trade, as envisioned by the World Trade Organization. 8 9 The establishment of the World Trade Organization has likewise been propelled by the aftermath of the two World Wars.10 Indeed, countries all over the world have identified the two World Wars as well as the Great Depression as the darkest years in the history of human kind.11 It is in relation to this fact that they have considered the significance undertaking various steps in order to promote progress.12 Parenthetically, the establishment of international institutions is premised on the need to promote not just global peace but also, global prosperity. Once again, the General Agreement on Tariffs and Trade (GATT), the predecessor of the World Trade Organization was primarily established as an avenue where disputes related to trade can be submitted.13 14 The immediate and effective resolution of these trade disputes is deemed of paramount importance in the attempt to reduce the chances of another World War. The complicated issue related to globalization is one of the major sources of disputes amongst countries. As a result thereof, it is of utmost

Evaluating A Health Promotion Website Information Technology Essay

Evaluating A Health Promotion Website Information Technology Essay The aim of this evaluation is to critique a health promotion website relating to a current health promotion topic. As the internet offers a vast quantity of information from a variety of sources it is commonly used to aid evidence based practice. It is important to have an awareness of how to use information from an internet based resource as it is unregulated, therefore inaccurate or falsified information can be presented on websites to look true. It is necessary to have an understanding of how to evaluate internet based resources to check for data quality and accuracy. (Dobler and Eagleton, 2006) The website selected for the evaluation is from the National Health Service (NHS) website: Immunisation the safest way to protect your child: The HPV vaccination can help protect you from cervical cancer for years to come. (NHS, 2008) It will be evaluated using a critique in the form of a series of questions designed by Jim Kapoun (Kapoun, 1998) with the aim to determine the accuracy of the information within the site. The critique achieves this by asking five key questions relating to the accuracy, authority, objectivity, currency and the coverage of the information. During its introduction over the last year the Human Papillomavirus (HPV) vaccine has been publicised in the media. The vaccine is free under the NHS for girls aged between 12 and 18. The World Health Organisation (WHO) states that there are over 100 types of HPV, 13 of which it is reasonable to assume are responsible for 100% of the cases of cervical cancer (WHO, 2007). The website was written as detailed in the site by, a team which consisted of a consultant pediatrician, senior medical officers, immunisation experts, principal and senior scientists with input from the health promotion agency (NHS, 2008). It is not possible to contact the members of this team on an individual basis as their names are not listed, however there are contact details for general enquires including, an address, fax number and email address. The purpose of the site is to provide information to the public about cervical cancer and its vaccine with information relating to cost, eligibility and where to access it. It also provides information for people who are outside of England on how they can access information in their own health setting. Due to the authors names and qualifications not being disclosed it is not possible to know if they are qualified to write the information and if they have conducted any other forms of research related to this field of study. It is important to note the difference between the authors of the information within the site and a webmaster. An author of a website writes the information within the site that is used by the public. A webmaster is a: Person responsible for creating and maintaining a worldwide website (Czar and Hebda, 2009, p. 539) they may also be termed as a website designer. The website was published by the NHS which is part of the Department of Health (D.O.H). This can be confirmed by checking the domain of the website which is .nhs.uk showing it is part of the NHS and a United Kingdom website. As the information within the site can be validated back to a reputable organisation such as the D.O.H this increases the authority of the information within the site (Czar and Hebda, 2009). There are contact names for the head of publishing and for the head of immunisation information, which are different from the website designer, showing that the website designer is not supplying the information about the vaccine. Despite the authors and publishers qualification not being displayed, the information itself must not be dismissed due to lack of knowledge of where it was sourced from. It requires the nurse or client to evaluate the publisher of the information to establish if the organisation is credible or not, hence whether to utilise the information or not. The goal of this website is to promote immunisation to help prevent cervical cancer (NHS 2008). The site achieves this by providing the public and healthcare professionals with information in order that the public will make an informed decision in favour of immunisation. The information within the site can be split into two parts, each of a different standard. The standards are different as they are intended for two different target audiences and there is a need to use different terminology for each section (Czar and Hebda, 2009). One section is targeted at the public, the other is aimed at health care professionals. The information targeted at the public is presented in a manner that is easy to read and understand. There is very little use of jargon and where medical terminology is used it is explained. There are links to other resources which may be more appropriate for parents such as a link to the information library where parents can obtain more information. The links for teenagers consist of, a link to a social networking site called Bebo which is popular with young teenagers. Here girls can comment on their experience with the vaccine and to talk to others about their experience. There would be an issue as to how the information on this site was regulated, to ensure that the site is not being abused. An alternative link is to a site called HABBO, which is an online chat forum where girls can talk online, to other girls and to NHS advisers asking questions in relation to the vaccine. The information targeted at healthcare professionals differs in its content. It offers more information relating to training of staff through online power points and links to upcoming conferences. The information also details about the distribution of the vaccination, protocols associated with it and printable resources. Often a problem associated with information on the internet is that it is cheaper to produce information of a poor standard that looks good, not good quality information of the same presentable standard (Coiera, 2003). However this site does not fit this statement and the information within it is of a good standard and well presented. The site has clearly stated that it aims to promote immunisation: Immunisation the safest way to protect your child (NHS, 2008) this could present issues of bias. The site presents the information in a way that shows both side of the debate. The information does have a lean towards the positives of the vaccination, however this is not great enough to have extended to a marketing strategy which would show clear bias (McCormick and Saba, 2006). The site is sponsored by the D.O.H, which would be in favour of immunisation to prevent the development of cancer, as it would be more cost effective overall to vaccinate than to treat cancer. The sponsorship by the D.O.H would indicate bias, though considering it is a health promotion website, to have a reputable organisation fund the site rather than an alternative organisation without a reputation for quality information instils confidence. The website does not state when it was written, revised or reviewed (Czar and Hebda, 2009, p.124) however it was copyrighted in 2008, so it is reasonable to assume that the information within the site is relatively up to date. According to information on the website it is updated every week although, it lacks dates to confirm this so the currency of the information is questionable. The site contains links to other sources of information however these pages do not contain dates making it is impossible to know how current the information within them is. The links do not state if they have been updated, yet the information for healthcare professionals contains a link to a monthly newsletter published by the D.O.H. and to recent letters relating to the vaccine, all of which imply that the site is regularly updated. None of the information on the site relating to the HPV vaccination appears to be out of date irrelevant. Searching through the site, all the links take the user to their designated page and there do not appear to be any links that no longer function. There is nothing to state that the links on the site have been evaluated, though the information within the links does complement the theme of the website. The site contains a mixture of text and images. The images are mainly promotional and do not distract the client from the text. The text itself is simplistic and easy to understand and is not overly complicated with scientific terminology. This is so that people of different levels of intellect and understanding will be able to use the information (Coiera, 2003). The information within the site and the documents which are available online do not contain references to other authors or sources of work. The use of references allows the work from which the information was taken to be checked, (Czar and Hebda, 2009) nevertheless because there are no references it is not possible to know the quality of the original information, who the authors were and when the work was written. The lack of references reduces the credibility of the information within the site, though taking in to consideration that the site is published by the D.O.H, the information would have been checked before being placed into the public domain. The site it is compatible with many different forms of software which are used on a variety of computers. There are links on the site, which connect to pages where it is possible to download the necessary browser software required to view the site. All the information is free and where required the client is able to print off hard copies of the information. The site is enabled to be viewed in different sizes depending on what is required. It is possible to obtain the information within it in one of nineteen other languages, however this will have to be originally sourced by someone who understands English, as it needs to be located from the site and printed. It can be argued that due to the sites lack of information relating to the authors or publishers qualifications and credentials, the information within the site has the potential to be inaccurate. Similarly the lack of references to other sources of work and with no dates being provided for the work could in addition strengthen this argument. Nevertheless, the site does contain information within it that is useful and appropriate for the different target audiences that the site is aimed at. More over the site is published by the D.O.H, despite there being the potential for bias from this organisation it has a duty of care to the public to provide current and accurate information. The public has access to a large source of information through the internet which can be of high or poor quality. As the number of high quality resources on the internet continue to rise, in turn will the number of poor quality sources. In the future the number of clients who have access to this information will increase as the population ages (Coiera, 2003). Nurses need to be aware of the need to critique the information found either by themselves or by the client and in turn help them to understand what they have found (McCormick and Saba, 2006) whilst encouraging them to evaluate the information for themselves. This is to ensure that clients do not put their health at risk through trusting inaccurate or unsafe information. Teaching clients how to evaluate information and where to find high quality information will ensure that poor quality sources are not mistaken for high quality and used by the client. On the whole the internet is: A wonderful information delivery tool. However, it is just that a tool. Our ability to think, to ask the right questions, to interpret, integrate, and synthesize what we find is what leads to value and makes all the difference. (McCormick and Saba, 2006, p. 147)