Casey Henderson Essays (2930 words) - Racism, Criticism Of Religion

Casey Henderson World History 20 th Century Dr. Biggs 2/16/15 Germany As world war one came to end a political transformation began to develop in Germany because universal suffrage was brought into their nation. Many characteristics after the First World War made Germany defenseless to people such as Hitler. Germany was a gory scene throughout the reign of Hitler and a very dark place heading into World War 2. The after math of the Second World War left Germany empty, defeated, and destroyed. Post both world wars left Germany at a depressive state but after World War 1 was the worst. Hitle r and his hatred for Jews caused Germany to become one of the scariest and most brutal eras a country has ever dealt with . The Treaty of Versailles forced Germany to pay France and Great Britain many reparations along with being forced to give up thirteen percent of their land. In an effort to recuperate from a brutal defeat after world war one Germany started modernizing gas works and power plants along with creating transportation projects. All these projects were put in place to decrease the unemployment rate. Germany's social spending rate was growing at a rapid pace as well as plummeting revenues which both were causing huge deficits. In 1930 the municipal finance took a fall which was caused by the budgets. Reparation payments could have still been made despite all Germanys financial issues but other countries made this not possible by placing protective tariffs on all of Germany's goods. Due to this , Germany was unable to sell goods in foreign countries where they could have made money to make these payments which further plummeted the economy. In desperation G ermany started to print out excessive amounts of cash which threw the country into super inflation. As the United States fell into depression they asked for the loans they had lent Germany and this mixed with every other problem, caused the German economy to b asically collapse . " By 1932 the German economy was a disaster. Unemployment was up to 6 million, German banks were put under government control, and there was an epidemic of German bankruptcies. " ( Germany' Authentic History) This shows the brutality that Germany faced post world war one and it's easy to see why the country was so desperate. This is when Hitler decided was the time to take power. His promise of bettering the economy and decreasing the unemployment rate was the reason so many followed him. In Adolf Hitler's speech on Mien Kampf in 1925 he says, " Was there any excrement, any shamelessness in any form, above all in cultural life, and in at least one Jew would not have been involved ." ( Kampf 61) Hitler's hatred for Jews is obvious and he believes that they are the soul problem for the economic fall throughout Germany. Placing the Jewish people in concentration camps was his idea of punishment and he believed that decreasing the Jewish people would help the economy because they were too wealthy. Following world war two was considered the reconstruction of Germany and it took a while. Germany suffered huge losses in industrial power and lives. Seven and a half million Germans had died which was around 10 percent of the population. Agricultural production was at an all-time low due to the severe bombings throughout the cities. The Potsdam Conference forced Germany to give 25 percent of their land to their allies. Many factories were destroyed in an effort to convert Germany into an agriculture nation. For the next two years following the German surrender the United States made big strides to start programs specializing in repairing scientific and technological savvy as well as exclusive rights throughout Germany . " Germany paid reparations to the United Kingdom, France, and the Soviet Union, mainly in the form of dismantled factories , forced labour , and coal. " ( Aftermath WW2, Wikipedia) Germany's allies were forcing these Germans to work hard as they should because this was their land for the time being and they defeated the Germans. In an effort to restore the destroyed country of Germany after World War 2 J.F. Byrnes the secretary

T4A Tax Slips for Canadian Income Taxes

T4A Tax Slips for Canadian Income Taxes Tax season is never a walk in the park, and having the deal with forms with confusing names that sound like Star Wars robots dont make it any better. But once you know what each form is for, filing taxes becomes just that much less of a nuisance. If you are working in Canada, you will most likely encounter the T4A Tax Slip. Here is a quick breakdown of what the T4A Tax Slip is and what to do with it. What Are T4A Tax Slips? A Canadian T4A tax slip, or Statement of Pension, Retirement, Annuity, and Other Income, is prepared and issued by an employer, a trustee, an estate executor or liquidator, a pension administrator, or a corporate director, to tell you and the ​Canada Revenue Agency (CRA) how much of certain types of income they paid you during a tax year and the amount of income tax that was deducted. Income covered by T4A tax slips includes: Pension or superannuationLump-sum paymentsSelf-employed commissionsAnnuitiesRetiring allowancesPatronage allocationsRESP accumulated income paymentsRESP educational assistance paymentsPayments under a wage-loss replacement planOther income, including death benefits, registered disability savings plan payments, research grants, scholarships, bursaries, fellowships, artists project grants, and prizes Note that pension income from Old Age Security is reported on the T4A(OAS) tax slip and amounts you received from the Canada Pension Plan (CPP) or Quebec Pension Plan (QPP) are reported on the T4A(P) tax slip. Deadline for T4A Tax Slips T4A tax slips must be issued by the last day of February the year after the calendar year to which the T4A tax slips apply. Sample T4A Tax Slip This sample T4A tax slip from the CRA site shows what a T4A tax slip looks like. For more information on what is included in each box on the T4A tax slip and how to deal with it when filing your income tax return, click on the box number in the pull-down menu or click on the box on the sample T4A tax slip. Filing T4A Tax Slips With Your Income Tax Return When you file a paper income tax return, include copies of each of the T4A tax slips you receive. If you file your income tax return using NETFILE or EFILE, keep copies of your T4A tax slips with your records for six years in case the CRA asks to see them. Missing T4A Tax Slips If you havent received a T4A tax slip, file your income tax return by the deadline anyway to avoid penalties for filing your income taxes late. Calculate the income and any related deductions and credits you can claim as closely as you can using any information you have. Include a note with the issuers name and address, the type of income, and what you have done to get a copy of the missing T4A slip. You are required to ask for a copy of the missing T4A slip. Include copies of any statements and information you used in calculating the income and deductions for the missing T4A tax slip. Other T4 Tax Information Slips Other T4 tax information slips include: T4 - Statement of Remuneration PaidT4A(OAS) - Statement of Old Age SecurityT4A(P) - Statement of Canada Pension Plan BenefitsT4E - Statement of Employment Insurance and Other BenefitsT4RIF - Statement of Income From a Registered Retirement Income FundT4RSP - Statement of RRSP Income

The God Father Movie Review Example | Topics and Well Written Essays - 250 words

The God Father - Movie Review Example The film has been accused of promoting the view that Italian immigrants brought into the country their vices such as organised crime and corrupted the American social fabric. On the other hand, the trilogy has been credited with telling the story of a family uprooted from its ancestral home in Sicily, immigration to and adaptation in America, and the succession. The Corleone family depicts the Italian immigrants struggle to settle in a strange country, retain their culture and deal with past problems, familial ties, bad choices and, above all, a will to survive any problems (Sciannameo, 2010). The trilogy neither condemns nor excuses organised crime, but rather brings out into the open the hitherto secret operations of the Mafia imported from Sicily. It shows the original purpose of the organisation; which was the protection from oppression, and subsequent corruption into organised crime. Overriding this theme is the determination of a family to stay afloat, presented without judgement of the means by which they choose to achieve their

SWOT Analysis Essay Example | Topics and Well Written Essays - 1000 words - 2

SWOT Analysis - Essay Example Further, the same industry generated actual revenues during the 2009 and 2010 gambling periods. The 2009 gambling revenue reached $ 10,393 million. Favorably, the 2010 gambling period produced favorably higher actual revenues, $10,405 (Statistica, 2014). Client-centered innovative strategies boost gaming industry revenues. The company, Nevada Gold and Casinos Company, is engaged in casino gambling activities. The company is located within Nevada gambling area. The company caters to the resorts and casino needs of current and future customers. The gambling rooms include the popular slot machines (Nevada Gold Casino, 2014). The company offers several gambling game options. The options cater to the slot machine gamblers’ needs. The other gamblers will patronize the card games. The company delivers the bingo games to selected patrons. Other visitors will troop to the roulette gambling table (Twst.com, 2006). The company offers high quality hospitality service to its gambling patrons. The customers can easily buy beverage from the friendly and accommodating casino staff. The dedicated and sincere hotel room employees enthusiastically deliver quality hospitality services. As proof, Nevada Gold Casino generated $62,807,000 the year ended April 30, 2014. The company generated the same year’s $ 448,000 net profit (Nevada Gold Casino, 2014). The company is small in size. The company needs additional top quality line and staff employees to increase the company’s current revenue generating activities. With more line and staff employees, more customers will feel a reduction in the casino cashiers’ queue lines. The employees deliver quality casino restaurant services to the gambling customers. As a new company, the company lacks the actual experiences needed to ensure a synergistic coordination of all the casino’s activities (Twst.com, 2006). The Casino can open up more spaces to cater to other visitors. The

History week 3 Assignment Example | Topics and Well Written Essays - 250 words

History week 3 - Assignment Example They are associated with popular culture and are often associated with the quality and quantity of the goods they consume. Though often they become slaves of the middle class lifestyle which involve finances more than they can afford. They are also associated with more sense of pride and nationalism. Social Darwinism is a social adaptation of the theory of natural selection in which the idea of the survival of the fittest is applied. Darwin believed that human development and social instincts develop through time and the struggle and conflict present in the society allows other traits to survive more than the others. It is a double-edged sword, indicating progression of the society and the degredation of the human race. The nature of the American social system is based on the production and consumption of goods of the people. The types of leisure define the classes whether they belong to the upper, middle or lower classes. Luxuries and comfort of life are more associated with the leisure class or the upper class. Base classes are more limited or even devoid in their choice of

Client Directed Outcome Informed Therapy (CDOI) Analysis

Client Directed Outcome Informed Therapy (CDOI) Analysis Taryn Slaughter Throughout the years, therapies have transitioned through different theories of change, model development and extensive research. For decades evidence based models of therapy were argued to be the best treatment for clients. Whilst therapy programs continued and expanded the rates of success did not. Slowly the perception of traditional models and treatments began to change and therapists began looking for alternatives to best suit the needs of their clients. Gradually the roles of therapist and client have changed and the client now has more involved in their treatment process. The client is no longer just a recipient of treatment; they are a partner in the planning, implementing and the outcomes. This essay will describe client directed outcome informed therapy and how it benefits clients with consistent positive treatment outcomes. The concept of Client Directed Outcome Informed therapy (CDOI) was developed through collaboration between Scott Miller and Barry Duncan (Duncan, Miller Sparks, 2004). After reviewing years of outcomes research, CDOI therapy was created in an attempt to meet the needs of individuals who had not responded to traditional models of therapy (Duncan, Miller Sparks, 2004; Duncan Moynihan, 1994). Through further studies and collaborations other forms of outcome and client directed models emerged. These other forms of therapy have been called Feedback Informed Therapy (FIT) and Partners for Change Outcome Management System (PCOMS) (Miller, Duncan, Sorrell Brown, 2004). All three forms of therapy focus on the same principle of providing treatment for clients that is best suited to their individual needs. CDOI therapy has no fixed treatment, model, practice or intervention. The client directed aspect of CDOI therapy ensures that the differences between individuals are understood (Duncan, Miller Sparks, 2004). Practitioners performing CDOI therapy with clients acknowledge that each individual is different by structuring treatments to meet the needs of each client (Duncan Moynihan, 1994). The process of structuring treatment for each individual requires an understanding of the client’s strengths weaknesses and resources to obtain the best possible outcome (Norcross Wampold, 2010). Once these are understood, the client and therapist are then able to outline the desired goals of the client and implement treatments best suited to the client. The relationship between client and therapist enables the process of establishing goals and treatment options in any therapy. The relationship (or alliance) is built early in the initially stages of therapy (Barber, Connolly, Crits-Christoph, Gladis, Siqueland, 2000). The strength of the alliance is determined on the ability of the client and therapist to work together in a mutually respective, trusting and supportive environment (Klee, Abeles Muller, 1990). A therapist must be able to overcome any early resistance to therapy or formation of alliance to ensure the treatments being provided will meet the needs of the client. Research has shown that the strength of the alliance is a significant indicator to the outcomes of treatment. A meta-analytical review conducted by Martin, Garske and Davis (2000) examined a number of studies which observed alliance and outcomes of treatment. It was found that the alliance formed between therapist and client was the most significant indicator of outcome. These findings are consistent with the other alliance focused research (Klee, Abeles Muller, 1990; Krupnick et al., 1996; Meier, Barrowclough Donmall, 2005) which shows that a strongly built alliance results in more positive outcomes then those client/therapist relationships with inconsistent or weakly formed alliances. The outcome informed aspect of CDOI therapy involves the process of compiling feedback throughout treatment. This process provides indicators on whether the selected treatment is affective for the client and meeting their needs (Duncan, Miller Sparks, 2004). A number of studies have shown the effectiveness of ongoing feedback between counsellor and client and positive outcomes of treatment (Claiborn, Goodyear Horner, 2001; Lambert Shimokawa, 2011). Therapists can use the information gathered through feedback to either continue with current treatments or make adjustments where required to continue to work towards treatment goals (Duncan, Miller Sparks, 2004). The most important aspect of this process is that the client is the one expressing how the treatment is working for them, maintaining to the principle of CDOI therapy. There are many different terms used in professional practise when collecting feedback. There are also a number of different methods used when compiling information transmitted between therapist and client. In CDOI and other client and outcome focused therapies many therapists use the Outcome Ratings Scale (ORS) and Session Rating Scale (SRS) (Miller, Duncan, Sorrell Brown, 2004). Both scales allow the therapist to gain an understanding on the level of alliance formed and the success of the treatment being utilised. Consistent feedback from the client ensures that the alliance is still strong and the treatment is being effective in reaching the clients goals (Shaw, 2014). Other models of treatment and therapies such as Counselling and Medical models have more specific structures and guidelines. These models of therapy use the process of diagnosing a problem and then utilising a specific therapy to treat that problem (Mozdzierz, Peluso Lisieki, 2011). Through evidence based practise, problems and therapies are linked together from previous studies and research in the areas where there have been previous successful outcomes. Therapies such as Cognitive Behaviour Therapy (CBT) are linked with previous results in treating diagnosed disorders such as anxiety and depression (Butler, Chapman, Forman Beck, 2006; Tolin, 2010). These therapies are classified under the medical model of treatment and would be used by therapists after diagnoses of anxiety or depression has been made. The difference between these models and the CDOI therapy model is that there is no distinct diagnoses and treatment structure. Each client is evaluated on their own strengths, weaknesses and ideas about treatment. Goals and treatment options are set by both the client and the therapist to ensure all needs of the client are being met, not just the symptoms of a disorder that may be present resulting in a diagnoses (Duncan, Miller Sparks, 2004). Other models of therapy are more restricted in the types of treatments provided and do not allow for individual characteristics of each client. When adopting the CDOI method there is no need to completely discard other models such as the Counselling Model of treatment. CDOI therapy can draw from these different models and modify the structure to suit the client, instead of following the guidelines that may not be appropriate in every case (Duncan Moynihan, 1994). There have been many cases of successful outcomes for clients using evidence based therapies in the past (Butler, Chapman, Forman Beck, 2006; Tolin, 2010). However CDOI therapy is an alternative to these therapies that can be structured to meet the needs of any client by minimising the risk of negative outcomes. There are a number of strategies that can be used by a professional counsellor to improve their outcomes when using CDOI therapy. The importance of alliance between client and therapist has been proven to be a significant indicator of outcome. To build an alliance a professional needs to build a strong, safe and trusting relationship with the client (Norcross Wampold, 2010). A professional counsellor needs to understand the processes involved to build and maintain a strong alliance throughout treatment. Building strong interpersonal skills is one way a professional can achieve a strong alliance. To assess interpersonal skills, a professional can use the Social Skills Inventory (SSI) and the Facilitative Interpersonal Skills (FIS) Performance task questionnaires (Anderson, Ogles, Patterson, Lambert Vermeersch, 2009). These questionnaires measure social and emotional aspects of individual’s interpersonal skills. These aspects are important in building a successful alliance between professional and client which has shown to be a strong indicator of positive outcome. Building on interpersonal skills can be achieved through continuing regular training and education. By continuing education, a professional counsellor can remain current with ongoing research, therapies and treatments and build on existing skills (Norcross Wampold, 2011). By utilising further education a professional can use new ideas to improve outcomes in future cases. One other strategy relates to the feedback process between therapist and client. A successful indicator of outcome, the feedback process is important (Claiborn, Goodyear Horner, 2001). A professional counsellor needs to use a simple and quick system of collecting feedback so that the process doesn’t become overwhelming for the client (Lambert Shimokawa, 2011). This process can only lead to positive outcomes for the professional and client. Conclusion- No one model has proven superiority over another References Anderson, T., Ogles, B M., Patterson, C. L., Lambert, M. J., Vermeersch, D. A. (2009). Therapist Effects: Facilitative Interpersonal Skills as a Predictor of Therapist Success. Journal of Clinical Psychology, 65(7), 755-768. Barber, J. P., Connolly, M. B., Crits-Christoph, P., Gladis, L., Siqueland, L. (2000). Alliance Predicts Patients’ Outcome Beyond In-Treatment Change in Symptoms. Journal of Consulting and Clinical Psychology, 68(6), 1027-1032. doi: 10.1037/0022-006X.68.6.1027. Butler, A. C., Chapman, J. E., Forman, E. M., Beck, A. T. (2006). The empirical status of cognitive-behavioural therapy: A review of meta-analyses. Clinical Psychology Review, 26(1), 17-31. doi:10.1016/j.cpr.2005.07.003. Claiborn, C. D., Goodyear, R. K., Horner, P. A. (2001). Feedback. Psychotherapy:Theroy, Research. Practise, Training, 38(4), 401-405. doi:10.1037/0033-3204.38.4.401. Duncan, B. L., Miller, S. D., Sparks, J. A. (2004). The Heroic Client. A revolutionary way to improve effectiveness through client-directed, outcome informed therapy. Sanfrancisco, California: John Wiley Sons. Duncan, B. L., Moynihan, D. W. (1994). Applying Outcome Research: Intentional Utilization Of The Clients Frame Of Reference. Psychotherapy, 31(2), 294-301. doi: 10.1037/h0090215. Johnson, L., Brown, J., Anker, M. Becoming Outcome Informed. In Duncan, B. L., Miller, S. D., Sparks, J. A. (2004). The Heroic Client. A revolutionary way to improve effectiveness through client-directed, outcome informed therapy (pp. 81-118). Sanfrancisco, California: John Wiley Sons. Klee, M. R., Abeles, N., Muller, R. T. (1990). Therapeutic Alliance: Early Indicators, Course and Outcome. Psychotherapy: Theory, Research, Practise, Training, 27(2), 166-174. doi: 10.1037/0033-3204.27.2.166. Krupnick, J. L., Sotcky, S. M., Simmens, S., Moyer, J., Elkin, I., Watkins, J., Pilkonis, P. A. (1996). The role of the therapeutic alliance in psychotherapy and pharmacotherapy outcome: Findings in the National Institute of Mental Health Treatment of Depression Collaborative Research Program. Journal Of Consulting And Clinical Psychology,64(3), 532-539. doi: 10.1037/0022-006X.64.3.532. Lambert, M. J., Shimokawa, K. (2011). Collecting client feedback. Psychotherapy, 48(1), 72-79. doi:10.1037/a0022238. Martin, D. J., Garske, J. P., Davis, M. (2000). Relation of the therapeutic alliance with outcome and other variables: A meta-analytical review. Journal of Consulting and Clinical Psychology, 68(3), 438-450. doi: 10.1037/0022-006X.68.3.438. Meier, P. S., Barrowclough, C., Donmall, M. C. (2005). The role of the therapeutic alliance in the treatment of substance misuse: a critical review of the literature. Addiction, 100(3), 304-316. doi: 10.1111/j.1360-0443.2004.00935.x Miller, S. D., Duncan, B. L., Sorrell, R., Brown, G. S. (2004). The Partners for Change Outcome Management System. Journal of Clinical Psychology, 61(2), 199-208. doi: 10.1002/jclp.20111. Mozdzierz, G. J., Peluso, P. R., Lisieki, J. (2011). Evidence-Based Psychological Practices and Therapist Training: At the Crossroads. Journal of Humanistic Psychology, 51(4), 439-464. doi:10.1177/0022167810386959. Norcross, J. C., Wampold, B. E. (2010). What Works for Whom: Tailoring Psychotherapy to the Person. Journal of Clinical Psychology, 67(2), 127-132. doi. 10.1002/jclp.20764. Norcross, J. C., Wampold, B. E. (2011). Evidence based therapy relationships: Research conclusions and clinical practices. Psychotherapy, 48(1), 98-102. doi: 1037/a0022161. Shaw, S. W. (2014). Monitoring Alliance and Outcome with Client Feedback Measures. Journal of Mental Health Counselling,36(1), 43-57. Tollin, D. F. (2010). Is cognitive-behavioural therapy more effective than other therapies? A meta-analytic review. Clinical Psychology Review, 30(6), 710-720. doi:10.1016/j.cpr.2010.05.003.

Our Time Machine :: essays research papers

Our Time Machine H.G. Wells once wrote a novel called The Time Machine, it was published in 1895. This exciting little adventure featured a device that had power over time. Who knew that in 2001 we too would have such a device? One invention that has made it evident that we have reached the twenty first century is named Tivo. With this, one has the ability to pause, fast forward, and essentially tamper with live television. This gadget is, in a sense an actual time machine. We’re living in an age where the word digital seems to come into play with every new invention. Digital technology includes all types of electronic applications that use information in the form of numeric code. This information is usually in something called a binary code—that is, code that can be represented by strings of only two numeric characters. These characters are usually 0 and 1. Devices that process and use digital information include personal computers, calculators, automobiles, traffic light controllers, compact disc players, cellular telephones, communications satellites, and now Tivo. Most of the information we sense is analog in nature—that is, it varies constantly, and an infinite number of values can be assigned to the information. For example, the brightness of a light bulb dimmed gradually from on to off could be considered analog information. This infinite number of brightnesses can be broken up into ranges. If the possible brightnesses are broken into two ranges, then the values 0 and 1 can hold digital information relating to the brightness of the bulb. However, each of the two digits still represents a countless number of analog values. The ranges of brightnesses can be divided again and again, until there are thousands of ranges of values, each of which can be represented by a numerical value. Once analog information has been broken up into digital information, it is impossible to perfectly reverse the process and re-create all of the possible analog signals from the corresponding digital signals. This is why most analog signals are represented by a great number of digital information levels. For example, the sound stored as digital information on a CD is broken down into 65,536 levels. A CD player translates the digital information into analog information so that a speaker can convert it into sound waves. Some devices process digital information using a tiny computer called a microprocessor. It performs calculations on digital information and then makes decisions based on the results.

School Uniform

School Uniforms Should Students in Public Schools Wear Uniforms? Abstract One of the most controversial issues in public school is the school uniforms. In 1996, the issue of school uniforms was bought to the forefront in President Clinton State of the Union address. People argue that uniforms can make schools safer and improve attendance and increase student’s achievement. People opposing school uniforms argue that it has not been proven to work with discipline, attendance or the student’s achievement. The purpose of this research is to find out if school uniforms will work in all elementary public schools. Do the students and their parents want a change in their school district attempting to control many aspects, attendance, academic achievement, self-esteem, safety and violence? Interested in positive changes in the students success and achievement may want to consider school uniform policy in their school district. School Uniforms Uniforms in public elementary schools can have an impact on the students and on the school system. The students can focus more on their classes rather than social factors that students focus on when there is no school uniform and the dress code is not strict. There is no competition between peers to outdo each other when wearing uniforms. Some parents complain that uniforms are too costly for them, but uniforms are actually more affordable and there are fewer clothes to buy because everyone will be dressed in similar clothing. There are also ways to help low-income families with the cost. The school can set up funding for low income families to help pay for the uniforms for their children in the form of donations, clothing vouchers, and support from the business partners of the communities; this problem can be overcome. The thrift stores and uniform supply houses also reduce the cost for the clothing. These things combined can make it far less costly to purchase standard clothing than to meet the demand for designer clothing worn now. Many private schools have required uniforms for a number of years and now public schools are adopting the school uniform policy. With Long Beach, California being the first large urban school district to enforce uniforms to all students in Kindergarten through eighth grade in 1995. In 1999, New York City enforced uniforms in 70 percent of their schools. In 2000, Philadelphia enforced the uniforms district wide and 60 percent in Miami and 80 percent in Chicago (Konheim-Kalkstein, 2006). Since then school uniforms in public schools are becoming increasingly popular across the nation. Several other states have already implemented uniform policies in Texas, Georgia, Pennsylvania, Los Angeles, Michigan, Florida, Utah, Indiana, Louisiana, Maryland, Tennessee, Virginia, and District of Columbia. Many large public school systems including Baltimore, Cincinnati, Dayton, Detroit, Los Angeles, Memphis, Milwaukee, Nashville, New Orleans, Phoenix, Seattle and St. Louis have schools with either voluntary or mandatory uniform policies, mostly in elementary and middle schools (Brunsma, 2006). Advocates believe that the uniform policies have great benefits. They believe that it eliminates conflict over expensive items of clothing and has a business-like atmosphere to the school (Darden, p. 36). They also think that the uniforms will make schools safer, improve attendance, and a higher education achievement. By wearing uniforms in school they will be able to identify trespassers and setting a good example for the students who are serious about school work and their studies, and also discourages the activities of gang members and the tensions that result from wearing gang clothing attire (Boutelle, 2008). Opponents feel there is not enough evidence to support the relationship between the uniforms and discipline or uniforms and students achievement. According to Brunsma (2006, p. 85), he suggest that uniform policies may only serve as a band-aid in dealing with the problems of schools and may only provide policymakers a way to avoid making the decisions necessary to reform public education. Now the question is, â€Å"Would Delaware public elementary schools benefit greatly if this policy were adopted? † Resistance is always a factor when trying to make changes. Some par ents and students may not want the school uniforms for a variety of reasons. If the parents and students realize that uniforms will benefit them in the long run they may change their minds. There are many advantages to school uniforms, including academic advantages, social outcomes, behavioral issues, safety and cost of uniforms. Research is needed because elementary schools will benefit more if they had a school uniform policy enforced. Literature Review School uniforms have been the cause of many jokes and harassment to those who wore them. In the past, public schools considered uniforms old and out dated trends, though recently many public schools are starting to implement and enforce a uniform policy. The implementation of a school uniform policy is important if we are still striving to improve our students. The arguments against them are fading while the positive reasons for promoting school uniforms are gaining ground. Some of the possible benefits are safety, cost, uniformity and violence in academics instead of fashions. According to Boutelle (2008), school uniforms in today’s society â€Å"promote school safety and enhance the learning environment, and diminish the clothing completion† (p. 3). School uniforms unify a school and help the blending of the school cultures, instead of separating the students. Along with school uniforms there is a boost in academic performance. With the United States dropping behind other developed nation ranking in at number 18 of 24 (Boutelle, 2007), this is low for a nation that is spending a lot on education every year. Students are losing focus on school and are competing for what the newest fashion or gadget rather than focusing on school these days. With the addition of school uniforms in American society, students can focus more on their classes rather than social factors that students focus on when there is no school uniform and the dress code is not strict. With the addition of school uniforms in public schools students are bonding together helping each other feel like they are accepted and part of a much bigger picture than just them. Everyone wearing uniforms also makes it very easy to recognize people who are not supposed to be there or can make an intruder stand out in a crowd. The Department of Education gave out manuals to all of the nation’s 16,000 school districts with suggestions to make school uniforms mandatory and model programs that are in a few public schools (Brunsma, 119). Reasons for implementing uniforms included: reduce peer pressure, increase school pride, gear focus more to learning, assist in discipline problems, and create a more work-like atmosphere with less distractions and expense. Schools that have significant problems are mostly likely to have school uniforms. Having a good overlap of a zero-tolerance policies and school uniform policies do not need the security guards, metal detectors, sign-in policies, or the limited restroom time (Brunsma, p. 51). Many parents are faced with the dilemma of outfitting their children in the latest trends or putting money towards more important things like saving for their children’s college education. Some families are unable to afford the popular named brand clothing that their children desires, which make the children, feel inadequate in school when they are forced to wear lesser brand clothes. Granted, the cost may be a bit more substantial in the beginning, but the uniforms will last longer which means there is less out-of-pocket expense for replacement articles. With uniforms, the parents may only have to purchase two or three sets compared to several pairs of bottoms and tops. Uniforms are more durable and can be washed more frequently compared to regular clothes. This makes them the better option not only for lower income families, but all families in general. Parents claim that uniforms will cost the families more money in the long run because parents will be forced to buy the uniforms and regular clothing for their children to wear when they are not in school. The cost for parents may double that of just buying traditional school clothes. Although this is partly true that parents would be faced making additional purchases for their children, in reality, should still be spending less money. Since uniforms are more durable, the parents only need to buy a limited supply and since the children will only be wearing their regular clothes outside of school, parents will not have to buy as many outfits. Most children wear out their clothes while in school. Since this is not an issue with the uniforms because they are worn during school hours only the traditional street clothes will last longer, hence saving the parents money in the long run. Also without the constant competition in schools, children may not feel the need to have the latest brands and styles as they would if they were wearing the clothes to school on a daily basis around other social classes. There are some objections to having children wear uniforms in school. The most popular one is the price of the uniforms; sometimes they may cost a lot depending on the company from which they are purchased. If the school does not go through a certain company but just asks the parents to buy certain colored shirts and pants, with no form f a logo on them, this would help make the cost of the uniform a lot less. Also, if the parents financially could not afford to buy the uniforms, then the parents would have to show proof of this and file for help with school board, which could provide them with a small grant to be used on the uniforms. In California, parents from low-income families are entitled to financial help and are able to receive assistance in purchasing the u niforms (Konheim-Kalkstein, 2006). Lake Forest School District in Delaware does not supplement the cost of the uniforms to low income families but if a child is in need they do go case by case. The school nurse keeps uniforms on stock and the local church also supplies the uniforms (Ms. Lands). Today’s style of uniforms is more relaxed than what they were before. The boys would wear dark slacks, white shirts and a tie and the girls wore a traditional blazer, white blouse and a plaid skirt. Now they can wear khaki pants or blue jeans with a white T-shirt, denim shirt or skirts. The largest manufacture French Toast has more than 4,000 school uniform items (Anderson, 2004). On the FrenchToast. com website short sleeve dress shirts with collar for boys cost $9. 98, pants $16. 8 and for girls the blouses and skirts are $9. 98 and pants are $14. 98. If parents could get them on sale they would defiantly save money. French Toast has a â€Å"Dollar in Uniform† fundraising event going on right now if the parents order from their website than the school they select will get a five percent cash back. Not only do mandatory uniform policies for public schools offer the pot ential for higher educational benefits and improved student discipline, school uniforms dissolve social boundaries between classmates. Students are no longer judged based off their appearance but by who they are on the inside. There is no more competition between social classes that these students may have otherwise felt and they work together as a team and share a common pride. All students will feel a sense of belonging. No longer will lower income children be labeled as poor based on their clothing. All children will appear as equals in the classroom and will be treated as such (Viadero, 2005). School violence can be greatly reduced by the use of school uniforms. With kids unable to noticeably tell or distinguish which kids belong to what gangs in school if any at all. Also, with uniforms it’s much harder to tell which kids come are wealthy and which kids come from needy families. This can relieve kids of the stress that social economic status can bring. With uniforms children blend, which helps kids see who the actual person is rather then who or where they came from or what their culture is or background. Stepping into any public school with a normal dress code during lunch is evidence of the different groups in a school including different educational and social statuses. Some school gangs separate themselves by their clothes. At any moment there could be a confrontation between any of these groups and instantly a conflict has started or worse school violence could happen between people. When something happens everything is stopped until the situation gets resolved whether it’s broken up by the school cop, teachers, or resolved between the people it happened between. Some of this can be stopped, as Bill Clinton said in his 1996 State of Union Address â€Å"I challenge all our schools to teach character education, to teach good values and good citizenship. And if it means that teenager will stop killing each other over designer jackets, then our public schools should be able to require their students to wear school uniform. In the first year of using school uniform Long Beach, California, the school officials found that suspensions dropped by 28 percent; assault and battery decreased 34 percent fighting decreased 56 percent; sex offenses decreased 74 percent; vandalism decreased 18 percent and school crime decreased 86 percent (Brunsma, p. 36). With less violence in the school, more students want to come to school. Therefore more students would be more interested in going to school (Konheim-Kalkstein, 2006). RESULTS The school uniforms maybe a means of improving our efforts to help students in becoming healthier, making them a better citizen in their community and being an interest in our society. Realizing that the success of this policy may depend on each individual school system and their needs, and knowing a school uniform policy is not good for every school is of utmost importance. The studies that have been done have lacked the evidence that supports the school uniforms. Some schools might benefit from a school uniform policy. When adopting a school uniform policy many schools also adopted other new programs at the same time. It was unclear as to what exactly created the successes that were notable in the studies. DISCUSSION School Uniforms affect schools in a better way, appears that only when the school and community have done research and done their homework. The successful schools first compiled reasons for wanting school uniforms and then decided if they were relevant or not. There were surveys taken of staff, parents and the community to find out what the level of support was for the administration if they had to enforce a school uniform policy. Several steps were conducting and it appeared to work for many school districts. It is important to listen to everyone concerning the adoption of a uniform policy (Brunsma, 2006, p. 116). Slowly moving to give the community time to think about the positives and negatives of their decision is must. When wanting to implement the uniforms the style and nature should be considered as well the school history (McBrayer, p. 126). The students should always be involved in the decision making and choices, but they may not make the final decision. Parents and schools need to decide what is safest and healthiest for all and not just the individual. There were other changes incorporated in the schools at the same time the school uniform policy was adopted. Some examples of the changes that took place with the uniform policy adoptions were; changes in the curriculum, new problems solving curriculums, more teachers in the hallways between classes, and new discipline procedures. Changes are continuous and therefore it is difficult to only rely on one at a time. It is a very difficult job for administrators to develop safe and healthy schools. However, there are times that an administrator may determine a factor in the success of the school’s dress code, no dress code, or uniform policy. Consistency is very important part of keeping the students safe. CONCLUSION For the support of school uniforms the research of evidence, or the lack thereof, it is recommended that each school districts review the information concerning school uniform policies. Probably what would be best is observing a school that already has uniforms. Members involved should observe a school similar to their own; rural, urban or suburban, size and community standards. Members should also recognize and consider steps taken by other schools when they first enforced the school uniforms. It is very important to learn as much as they can about mistakes that took place at the other schools and consider possible successful alternatives. When putting a school uniform policy into effect everyone involved should have a discussion with the community including the students. Parents, students, administrators, teachers, support staff, and board members are all part of the community and should have a decision in the final decision. In the decision making they need to also discuss the prices of the uniforms and if there is going to be help for the ones who cannot afford paying for them. The future of our society depends on confident, inclusive, and caring people focused on valuing the skills, abilities and talents of all the decision makers. I believe that all students deserve a safe learning environment. School uniforms might be the best solutions to the public elementary schools education needs to stop the competitiveness of clothes and create better learning environments in student’s achievements and positive social outcomes. Anderson, W. 2004, February). School dress codes and uniform policies. College of Education, University of Oregon. Eric Digest, 148. Boutelle, M. (2008, February). Uniforms: Are They a Good Fit? Education Digest, 73, 34-37. Brunsma, D. (2004). The school uniform movement and what it tells us about American education. Maryland: Rowman and Littlefield Education. Brunsma, D. ( 2006, Jan/Feb). School uniform policies in public school. Principal, 85, 50-53. Brunsma, D. (2006). Uniforms in public schools A decade of research and debate. Maryland: Rowman and Littlefield Education. Darden, E. (2008, January). What Not to Wear. American School Board Journal, 195, 36-37. French Toast Official School Wear http://frenchtoast. com/jump. jsp? itemID=0&itemType=HOME_PAGE&cobrand=www. frenchtoast. com Konheim-Kalkstein, Y. (2006, August). A uniform look. American School Board Journal, 193, 25-27. McBrayer, S. (2007, September). The school uniform movement and what it tells us about American education: A Symbolic Crusade. Catholic Education: A Journal of Inquiry and Practice, 11, 124-126. Viadero, D. (2005, January). Uniform effects? Schools cite benefits of student uniforms, but researchers see little evidence of effectiveness. Education Week, 24, 27-29. School Uniform School Uniforms Should Students in Public Schools Wear Uniforms? Abstract One of the most controversial issues in public school is the school uniforms. In 1996, the issue of school uniforms was bought to the forefront in President Clinton State of the Union address. People argue that uniforms can make schools safer and improve attendance and increase student’s achievement. People opposing school uniforms argue that it has not been proven to work with discipline, attendance or the student’s achievement. The purpose of this research is to find out if school uniforms will work in all elementary public schools. Do the students and their parents want a change in their school district attempting to control many aspects, attendance, academic achievement, self-esteem, safety and violence? Interested in positive changes in the students success and achievement may want to consider school uniform policy in their school district. School Uniforms Uniforms in public elementary schools can have an impact on the students and on the school system. The students can focus more on their classes rather than social factors that students focus on when there is no school uniform and the dress code is not strict. There is no competition between peers to outdo each other when wearing uniforms. Some parents complain that uniforms are too costly for them, but uniforms are actually more affordable and there are fewer clothes to buy because everyone will be dressed in similar clothing. There are also ways to help low-income families with the cost. The school can set up funding for low income families to help pay for the uniforms for their children in the form of donations, clothing vouchers, and support from the business partners of the communities; this problem can be overcome. The thrift stores and uniform supply houses also reduce the cost for the clothing. These things combined can make it far less costly to purchase standard clothing than to meet the demand for designer clothing worn now. Many private schools have required uniforms for a number of years and now public schools are adopting the school uniform policy. With Long Beach, California being the first large urban school district to enforce uniforms to all students in Kindergarten through eighth grade in 1995. In 1999, New York City enforced uniforms in 70 percent of their schools. In 2000, Philadelphia enforced the uniforms district wide and 60 percent in Miami and 80 percent in Chicago (Konheim-Kalkstein, 2006). Since then school uniforms in public schools are becoming increasingly popular across the nation. Several other states have already implemented uniform policies in Texas, Georgia, Pennsylvania, Los Angeles, Michigan, Florida, Utah, Indiana, Louisiana, Maryland, Tennessee, Virginia, and District of Columbia. Many large public school systems including Baltimore, Cincinnati, Dayton, Detroit, Los Angeles, Memphis, Milwaukee, Nashville, New Orleans, Phoenix, Seattle and St. Louis have schools with either voluntary or mandatory uniform policies, mostly in elementary and middle schools (Brunsma, 2006). Advocates believe that the uniform policies have great benefits. They believe that it eliminates conflict over expensive items of clothing and has a business-like atmosphere to the school (Darden, p. 36). They also think that the uniforms will make schools safer, improve attendance, and a higher education achievement. By wearing uniforms in school they will be able to identify trespassers and setting a good example for the students who are serious about school work and their studies, and also discourages the activities of gang members and the tensions that result from wearing gang clothing attire (Boutelle, 2008). Opponents feel there is not enough evidence to support the relationship between the uniforms and discipline or uniforms and students achievement. According to Brunsma (2006, p. 85), he suggest that uniform policies may only serve as a band-aid in dealing with the problems of schools and may only provide policymakers a way to avoid making the decisions necessary to reform public education. Now the question is, â€Å"Would Delaware public elementary schools benefit greatly if this policy were adopted? † Resistance is always a factor when trying to make changes. Some par ents and students may not want the school uniforms for a variety of reasons. If the parents and students realize that uniforms will benefit them in the long run they may change their minds. There are many advantages to school uniforms, including academic advantages, social outcomes, behavioral issues, safety and cost of uniforms. Research is needed because elementary schools will benefit more if they had a school uniform policy enforced. Literature Review School uniforms have been the cause of many jokes and harassment to those who wore them. In the past, public schools considered uniforms old and out dated trends, though recently many public schools are starting to implement and enforce a uniform policy. The implementation of a school uniform policy is important if we are still striving to improve our students. The arguments against them are fading while the positive reasons for promoting school uniforms are gaining ground. Some of the possible benefits are safety, cost, uniformity and violence in academics instead of fashions. According to Boutelle (2008), school uniforms in today’s society â€Å"promote school safety and enhance the learning environment, and diminish the clothing completion† (p. 3). School uniforms unify a school and help the blending of the school cultures, instead of separating the students. Along with school uniforms there is a boost in academic performance. With the United States dropping behind other developed nation ranking in at number 18 of 24 (Boutelle, 2007), this is low for a nation that is spending a lot on education every year. Students are losing focus on school and are competing for what the newest fashion or gadget rather than focusing on school these days. With the addition of school uniforms in American society, students can focus more on their classes rather than social factors that students focus on when there is no school uniform and the dress code is not strict. With the addition of school uniforms in public schools students are bonding together helping each other feel like they are accepted and part of a much bigger picture than just them. Everyone wearing uniforms also makes it very easy to recognize people who are not supposed to be there or can make an intruder stand out in a crowd. The Department of Education gave out manuals to all of the nation’s 16,000 school districts with suggestions to make school uniforms mandatory and model programs that are in a few public schools (Brunsma, 119). Reasons for implementing uniforms included: reduce peer pressure, increase school pride, gear focus more to learning, assist in discipline problems, and create a more work-like atmosphere with less distractions and expense. Schools that have significant problems are mostly likely to have school uniforms. Having a good overlap of a zero-tolerance policies and school uniform policies do not need the security guards, metal detectors, sign-in policies, or the limited restroom time (Brunsma, p. 51). Many parents are faced with the dilemma of outfitting their children in the latest trends or putting money towards more important things like saving for their children’s college education. Some families are unable to afford the popular named brand clothing that their children desires, which make the children, feel inadequate in school when they are forced to wear lesser brand clothes. Granted, the cost may be a bit more substantial in the beginning, but the uniforms will last longer which means there is less out-of-pocket expense for replacement articles. With uniforms, the parents may only have to purchase two or three sets compared to several pairs of bottoms and tops. Uniforms are more durable and can be washed more frequently compared to regular clothes. This makes them the better option not only for lower income families, but all families in general. Parents claim that uniforms will cost the families more money in the long run because parents will be forced to buy the uniforms and regular clothing for their children to wear when they are not in school. The cost for parents may double that of just buying traditional school clothes. Although this is partly true that parents would be faced making additional purchases for their children, in reality, should still be spending less money. Since uniforms are more durable, the parents only need to buy a limited supply and since the children will only be wearing their regular clothes outside of school, parents will not have to buy as many outfits. Most children wear out their clothes while in school. Since this is not an issue with the uniforms because they are worn during school hours only the traditional street clothes will last longer, hence saving the parents money in the long run. Also without the constant competition in schools, children may not feel the need to have the latest brands and styles as they would if they were wearing the clothes to school on a daily basis around other social classes. There are some objections to having children wear uniforms in school. The most popular one is the price of the uniforms; sometimes they may cost a lot depending on the company from which they are purchased. If the school does not go through a certain company but just asks the parents to buy certain colored shirts and pants, with no form f a logo on them, this would help make the cost of the uniform a lot less. Also, if the parents financially could not afford to buy the uniforms, then the parents would have to show proof of this and file for help with school board, which could provide them with a small grant to be used on the uniforms. In California, parents from low-income families are entitled to financial help and are able to receive assistance in purchasing the u niforms (Konheim-Kalkstein, 2006). Lake Forest School District in Delaware does not supplement the cost of the uniforms to low income families but if a child is in need they do go case by case. The school nurse keeps uniforms on stock and the local church also supplies the uniforms (Ms. Lands). Today’s style of uniforms is more relaxed than what they were before. The boys would wear dark slacks, white shirts and a tie and the girls wore a traditional blazer, white blouse and a plaid skirt. Now they can wear khaki pants or blue jeans with a white T-shirt, denim shirt or skirts. The largest manufacture French Toast has more than 4,000 school uniform items (Anderson, 2004). On the FrenchToast. com website short sleeve dress shirts with collar for boys cost $9. 98, pants $16. 8 and for girls the blouses and skirts are $9. 98 and pants are $14. 98. If parents could get them on sale they would defiantly save money. French Toast has a â€Å"Dollar in Uniform† fundraising event going on right now if the parents order from their website than the school they select will get a five percent cash back. Not only do mandatory uniform policies for public schools offer the pot ential for higher educational benefits and improved student discipline, school uniforms dissolve social boundaries between classmates. Students are no longer judged based off their appearance but by who they are on the inside. There is no more competition between social classes that these students may have otherwise felt and they work together as a team and share a common pride. All students will feel a sense of belonging. No longer will lower income children be labeled as poor based on their clothing. All children will appear as equals in the classroom and will be treated as such (Viadero, 2005). School violence can be greatly reduced by the use of school uniforms. With kids unable to noticeably tell or distinguish which kids belong to what gangs in school if any at all. Also, with uniforms it’s much harder to tell which kids come are wealthy and which kids come from needy families. This can relieve kids of the stress that social economic status can bring. With uniforms children blend, which helps kids see who the actual person is rather then who or where they came from or what their culture is or background. Stepping into any public school with a normal dress code during lunch is evidence of the different groups in a school including different educational and social statuses. Some school gangs separate themselves by their clothes. At any moment there could be a confrontation between any of these groups and instantly a conflict has started or worse school violence could happen between people. When something happens everything is stopped until the situation gets resolved whether it’s broken up by the school cop, teachers, or resolved between the people it happened between. Some of this can be stopped, as Bill Clinton said in his 1996 State of Union Address â€Å"I challenge all our schools to teach character education, to teach good values and good citizenship. And if it means that teenager will stop killing each other over designer jackets, then our public schools should be able to require their students to wear school uniform. In the first year of using school uniform Long Beach, California, the school officials found that suspensions dropped by 28 percent; assault and battery decreased 34 percent fighting decreased 56 percent; sex offenses decreased 74 percent; vandalism decreased 18 percent and school crime decreased 86 percent (Brunsma, p. 36). With less violence in the school, more students want to come to school. Therefore more students would be more interested in going to school (Konheim-Kalkstein, 2006). RESULTS The school uniforms maybe a means of improving our efforts to help students in becoming healthier, making them a better citizen in their community and being an interest in our society. Realizing that the success of this policy may depend on each individual school system and their needs, and knowing a school uniform policy is not good for every school is of utmost importance. The studies that have been done have lacked the evidence that supports the school uniforms. Some schools might benefit from a school uniform policy. When adopting a school uniform policy many schools also adopted other new programs at the same time. It was unclear as to what exactly created the successes that were notable in the studies. DISCUSSION School Uniforms affect schools in a better way, appears that only when the school and community have done research and done their homework. The successful schools first compiled reasons for wanting school uniforms and then decided if they were relevant or not. There were surveys taken of staff, parents and the community to find out what the level of support was for the administration if they had to enforce a school uniform policy. Several steps were conducting and it appeared to work for many school districts. It is important to listen to everyone concerning the adoption of a uniform policy (Brunsma, 2006, p. 116). Slowly moving to give the community time to think about the positives and negatives of their decision is must. When wanting to implement the uniforms the style and nature should be considered as well the school history (McBrayer, p. 126). The students should always be involved in the decision making and choices, but they may not make the final decision. Parents and schools need to decide what is safest and healthiest for all and not just the individual. There were other changes incorporated in the schools at the same time the school uniform policy was adopted. Some examples of the changes that took place with the uniform policy adoptions were; changes in the curriculum, new problems solving curriculums, more teachers in the hallways between classes, and new discipline procedures. Changes are continuous and therefore it is difficult to only rely on one at a time. It is a very difficult job for administrators to develop safe and healthy schools. However, there are times that an administrator may determine a factor in the success of the school’s dress code, no dress code, or uniform policy. Consistency is very important part of keeping the students safe. CONCLUSION For the support of school uniforms the research of evidence, or the lack thereof, it is recommended that each school districts review the information concerning school uniform policies. Probably what would be best is observing a school that already has uniforms. Members involved should observe a school similar to their own; rural, urban or suburban, size and community standards. Members should also recognize and consider steps taken by other schools when they first enforced the school uniforms. It is very important to learn as much as they can about mistakes that took place at the other schools and consider possible successful alternatives. When putting a school uniform policy into effect everyone involved should have a discussion with the community including the students. Parents, students, administrators, teachers, support staff, and board members are all part of the community and should have a decision in the final decision. In the decision making they need to also discuss the prices of the uniforms and if there is going to be help for the ones who cannot afford paying for them. The future of our society depends on confident, inclusive, and caring people focused on valuing the skills, abilities and talents of all the decision makers. I believe that all students deserve a safe learning environment. School uniforms might be the best solutions to the public elementary schools education needs to stop the competitiveness of clothes and create better learning environments in student’s achievements and positive social outcomes. Anderson, W. 2004, February). School dress codes and uniform policies. College of Education, University of Oregon. Eric Digest, 148. Boutelle, M. (2008, February). Uniforms: Are They a Good Fit? Education Digest, 73, 34-37. Brunsma, D. (2004). The school uniform movement and what it tells us about American education. Maryland: Rowman and Littlefield Education. Brunsma, D. ( 2006, Jan/Feb). School uniform policies in public school. Principal, 85, 50-53. Brunsma, D. (2006). Uniforms in public schools A decade of research and debate. Maryland: Rowman and Littlefield Education. Darden, E. (2008, January). What Not to Wear. American School Board Journal, 195, 36-37. French Toast Official School Wear http://frenchtoast. com/jump. jsp? itemID=0&itemType=HOME_PAGE&cobrand=www. frenchtoast. com Konheim-Kalkstein, Y. (2006, August). A uniform look. American School Board Journal, 193, 25-27. McBrayer, S. (2007, September). The school uniform movement and what it tells us about American education: A Symbolic Crusade. Catholic Education: A Journal of Inquiry and Practice, 11, 124-126. Viadero, D. (2005, January). Uniform effects? Schools cite benefits of student uniforms, but researchers see little evidence of effectiveness. Education Week, 24, 27-29.

The ride of the Elven Queen

The ride of the Elven Queen The old Bards voice rose above the hall, the single silver note bringing from his harp a respectful silence falling as his words touch all within hearing.All were there, all that could be."Quiet my children, fear not the dark, the fire is warm and stout oak does withhhold the wights and evils of night.Dream and weep, for I sing the tale of the Elven Queen, A Kings foolish pride, her silver folk, and their last ride from this world."Shadows wrapped snugly about the silent folk as his magic wove for them a vision fair and glittering, yet far and crystalline as though seen forever far away..."Proud she stood, wind tossed unbent,light of moon wan and sad.Wars long and bitter with pride, Mans hate seeming mad.Too hard the steel in Mans swift hand, too deep the thirst for Elder blood.Too many Friends and neighbors, broken in crimson mud.Chiaroscuro Gay Elven Party!Too few the babes of Elven loin, none now rest on mothers breast.Mans get drowns the world, what haven for the eldritch rest?Ob eron oh Lord, slain and fallen too, He who walked this worlds first morn, who drank the fresh made dew.Memories of Him, before the first night was made,husband, King, near God Himself,nought could ease her pain."The moon She rises, the time is come, one gate in centuries long! We leave this world of our long birth, to tread a path dark and long. Courage!For a world awaits us fair, a jewel unknown untouched, no evil awaits us there!"Turning magnificent, bright armor agleam,to face a hill of ancient Gods,great hulking ring of Eldritch stones, dance upon the sod.Arms slender shapely pale rise to touch the Moons bright hem, voices swell in angelic...

The Rocking Horse Winner Essays - The Rocking-Horse Winner, Luck

The Rocking Horse Winner Essays - The Rocking-Horse Winner, Luck The Rocking Horse Winner The Rocking Horse Winner Lucky. Thats what this whole story is about, being lucky. It seemed that to be successful in this society you had to have a certain amount of luck about you to be able to make money to survive. Paul seemed to be the first to realize it when he asked his mother why dont we keep a car of our own? Why do we always use Uncles, or else a taxi? When she replied that it was because they were poor he asked why and she said Because your father has no luck. I believe it was from this conversation that he realized that to be rich you had to be lucky, what he could not figure out was how you got lucky. His mother thought you had to be born with it but Paul was convinced that he could find his own luck. His drive to find luck was fueled by the whispers that he heard throughout the house There must be more money. He thought that if he found luck he would be able to make enough money to make the whispers stop. His method of searching for luck was rather unusual and eventually led to his downfall. While everyone was going about their regular business Paul would ride like crazy on an old rocking horse he had in his bedroom. He thought that if he rode long enough he would eventually find luck. Eventually it seemed as if Paul found what he was looking for, he developed a habit of betting on horse races. When his Uncle noticed that he was getting very lucky at choosing whom the winner would be(even if there were big odds against a horse, Paul wou ld bet on it if he thought it would win) he approached his nephew about his lucky streak. Paul said that all he did was ride his rocking horse until something in his head told him who the winner would be. His Uncle did not question his methods and eventually started betting on the horses that Paul did. They went on living like this for a long time with Paul riding his horse until he knew the winner and then they would make more and more money off his decisions. When Paul was older there were a couple of races where he did not know who the winner would be and he got really worried. He should have been happy with the money that he had but he had become obsessed with gambling and winning money so he rode even harder on his rocking horse. When the biggest race of the year came around he rode his horse all night like a madman, for that is what he had become. He eventually knew who would win but ended up dying during the night without having been able to enjoy the eighty thousand pounds t hat he had won for being lucky. As you can see, the recurring theme in this story was luck, a thing some people call a gift but in this case it ended up being a curse. Paul did prove to his mother that you could find luck but what he did not realize then was that there would be a terrible price to pay for it. The Rocking Horse Winner Lucky. Thats what this whole story is about, being lucky. It seemed that to be successful in this society you had to have a certain amount of luck about you to be able to make money to survive. Paul seemed to be the first to realize it when he asked his mother why dont we keep a car of our own? Why do we always use Uncles, or else a taxi? When she replied that it was because they were poor he asked why and she said Because your father has no luck. I believe it was from this conversation that he realized that to be rich you had to be lucky, what he could not figure out was how you got lucky. His mother thought you had to be born with it but Paul was convinced that he could find his own luck. His drive to find luck was fueled by the whispers

Health & Healing in Cross Cultural Perspective Assignment

Health & Healing in Cross Cultural Perspective - Assignment Example 2. What may be considered normal within one culture may be considered as abnormal in another. Despite the presence of a universally valid system of recognizing the illness and its symptoms, yet cultural differences define behaviors in their own way. This is called cultural theory of normalcy and abnormalcy. A culture defines for a person what behavior he should adopt in order to be normal. For example, average age which is late for a menstrual period to come may be different in different cultures. If a girl of 10 starts menstruating, she may be considered as abnormal in a culture where girls menstruate as late as fifteen. Thus, cultural differences define normal and abnormal behaviors. 3. Spirit possession empowers people in a way that they impart people such spiritual powers (like in Exorcist) that are unable to get without demonic possession. This is a common perspective in many cultures that a spirit has taken the control of a person’s body and he undergoes such powerful ch anges in the physical attributes like voice and etcetera, that we can say that he gets empowered. Spirit possession enables one to be someone else. ... 4. Susto is an ethnomedical syndrome that is usually found in Latin American culture. The concept revolves around the separation of soul from the physical body of a person. The belief is that the victim’s soul or soul of any of the members of his family is taken away through a frightful experience. The women and children may be the victims of this soul loss rather than the person who underwent the frightful occurrence, because they are the weaker members of the family. Rubel and his colleagues found that susto was caused by self- perception of personal inadequacies when the victim is unable to meet social expectations. Hence, social stress was found to be the cause of susto. 5. The hot-cold theory of disease, of Mexican American culture, states that an illness, like food and colors, can be associated with being hot or cold. For example, menstrual cramps are considered as cold illness while pregnancy cramps are regarded as hot. This belief tends to make people comply with the t reatment process much more powerfully. The treatment then consists of such procedures that tend to neutralize the hotness or coldness of the disease, by treating it with a procedure of opposite quality. The health provider should understand the patient’s cultural view on this theory and should proceed accordingly. Giving cold juices in cold illness like flu may lead to patient noncompliance. Hot drinks like tea and coffee can be advised otherwise. 6. Biomedicine is a part of natural diseases causation ethnomedical system because it is based on scientific judgments and clinical procedures of treatments. It is not like primitive medicine which is based on the concept that magic and the possession of supernatural spirits can be used in healing, nor it is like folk medicine which is based on

THE LAST OF THE MOHICAN Essay Example | Topics and Well Written Essays - 1000 words

THE LAST OF THE MOHICAN - Essay Example _____minimum of one carefully selected outside source on the film, an actor, the historical context (cited using footnotes).  Ã‚  Make sure you integrate a summary of this article or book; do not simply insert a quote. ____ Cover sheet (name, date due, indicate Paper #1, 2, etc. and the film/s you are addressing.  Ã‚  Remember that you will select two out of three papers.  Ã‚  If you elect to submit Paper #2 and Paper #3, you will not have a paper titled â€Å"Paper #1.† The film adaptation of The Last of the Mohicans (1992), is a rich work that discusses at length intercultural relationships through the use of events that were based on the environment of the historical period represented mixed with the overlapping exposure between different social and ethnic groups. The central relationship within the piece is developed between the character Hawkeye, played by Daniel Day-Lewis, and the character Cora Munro, played by Madeleine Stowe. In addition to that relationship, an unexplored attraction develops between Cora’s sister, Alice, and Hawkeye’s brother from within the Mohican family who raised him. However, one of the most interesting relationships within the film is within the comparison of the Mohican father who raised Hawkeye, the villain of the story from another Native American tribe, and Cora and Alice’s father, Colonel Edmund Munro. These three men are all fathers of families dealing with losses and eventual losses that c hange the fabric of the future of their families. The film is set in 1757 as the French and the British are at war in the American colonies. The French have made alliances with the Native Americans, giving them an advantage from the knowledge that they are bringing to the war efforts1. The central relationship within the film is developed between Hawkeye and Cora. Hawkeye is the adopted white son of a Mohican father, Chingachgook and has adopted the Native American culture as his own. Cora is