Shogatsu - Japanese New Year

Shogatsu - Japanese New Year Although Shogatsu means January, it is celebrated for the first 3 days or the first week of January. These days are considered the most important holidays for the Japanese. One could equate it with the celebration of Christmas in the west. During this time, businesses and schools close for one to two weeks. It is also a time for people to return to their families, which leads to the inevitable backlog of travelers. The Japanese decorate their houses, but before the decorations start to be put up, a general house cleaning is done. The most common New Years decorations are pine and bamboo, sacred straw festoons, and oval-shaped rice cakes. On New Years eve, bells (joya no kane) are rung at the local temples to speed out the old year. The New Year is welcomed in by the eating of year-crossing noodles (toshikoshi-soba). Casual western style clothing is replaced with kimono on New Years day as people go for their first temple or shrine visit of the New Year (hatsumoude). At the temples, they pray for health and happiness in the coming year. The reading New Years cards (nengajou) and the giving of gifts (otoshidama) to young children are also a part of the New Year celebrations. Food, of course, is also a big part of Japanese New Years celebrations. Osechi-ryori are special dishes eaten on the first three days of the New Year. Grilled and vinegary dishes are served in multi-layered lacquered boxes (juubako). The dishes are designed to be pleasant to look at and keep for days so that the mother is free from having to cook for three days. There are some regional differences but the osechi dishes are basically the same nationwide. Each of the food types in the boxes represents a wish for the future. Sea Bream (tai) is auspicious (medetai). Herring roe (kazunoko) is the prosperity of ones descendants. Sea tangle roll (kobumaki) is Happiness (yorokobu). Related How to Say Happy New Year in Japanese

Fernandez Surname Meaning and Family History

Fernandez Surname Meaning and Family History Fernandez is a patronymic surname meaning son of Fernando, with Fernando being a given name meaning journey, or venture. Found throughout Spain and the Hispanic world. Fernandez is the 28th most common Hispanic surname. Surname Origin:  Spanish Alternate Surname Spellings:  FERNANDES, FURNANDIZ Famous People with the Surname FERNANDEZ Vicente Fernndez: Mexican singer, producer, and actorLeonel Fernandez Reyna: President of the Dominican Republic from 1996–2000Antonio Guzmn Fernndez: President of the Dominican Republic from 1978–82 Where is the FERNANDEZ Surname Most Common? The Fernandez surname is the 159th most common last name in the world, according to information from  Forebears. It is especially prevalent in Spain, where it ranks as the 4th most common surname- a name borne by one in every 50 people in the country. It also ranks among the top 10 surnames in Argentina (4th), Uruguay (5th), Andorra (7th), Cuba (8th) and Bolivia (9th). WorldNames PublicProfiler  also indicates the Fernandez surname is most common in Spain, especially in the Asturias region of northern Spain. It is also prevalent in Argentina, southern France, and Switzerland. In the United States, where it ranks about 200th most common, Fernandez is found in largest numbers in New Mexico, Florida, California, New York and New Jersey. Sources Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

Financial Institutions and Market - Financial Innovation Essay

Financial Institutions and Market - Financial Innovation - Essay Example Advantages include; the creation of new securities, creation of new markets and financial institutions and the economic growth. The creation of new securities provides the investors with new avenues to invest in and it injects fresh capital which in turn leads towards increased employment opportunities. The disadvantages include; use of financial innovation for deceptive purposes such as off balance sheet financing and the creation of special purpose vehicles. The paper discusses two cases related to off balance sheet that shed light over the detrimental impacts of financial innovation over the economy as a whole. Financial Institutions & Market – Financial Innovation There has been significant debate regarding the validity of financial innovation. It has been suggested that financial innovation plays a vital role in the economic growth and prosperity and that, resultantly, financial system regulators should resist over-regulation that might create hindrances in the way of inn ovation. As a counter argument, it has been brought to foreground that certain financial innovations have been blamed for creating enormous economic crises in the recent past. As a result of such financial crises, governments all over the globe are taking extraordinary measures in order to avert more of such crises and they are imposing new financial regulations in this regard. The question that would be discussed in the following paper is whether the potential benefits of the financial system innovation should deter regulators from imposing restrictions on the activities of financial institutions. ADVANTAGES OF FINANCIAL INNOVATION Even though financial innovation has been blamed as the main reason behind financial crises, it has also been said that financial innovation is very important for economic growth. The economic crises that have been said to be due to financial innovation are actually due to the improper use of financial innovation. Innovation, if used properly and constru ctively, can lead towards growth and prosperity in the economy of a country. Following are some of the benefits of financial innovation: Creation of New Securities Financial innovation is the leading reason behind the creation of new securities. Any creation of securities leads towards new capital which is used for economic growth. By creating of new securities, investors invest in the securities and earn returns while the institutions that create such securities invest the capital for the purpose of economic growth (Kimmel, 2010). The resultant growth creates new job opportunities and adds new revenue to the overall economic system of the country. In this way, financial innovation leads towards new investment and financial growth. Creation of New Markets and Institutions Financial innovation is the reason behind the creation of new markets and financial institutions. For example; the concept of ‘Collective Investment Schemes (CIS)’ came to foreground due to financial i nnovation and this method is being widely used by investors all around the world to create and invest in investment schemes with different investment portfolios (Boot & Thakor, 1997). The investment schemes

One-child policy Essay Example | Topics and Well Written Essays - 1500 words - 1

One-child policy - Essay Example ture of global peace and development tend to focus on China’s economy, its defense and armaments buildup and China’s access to resources and energy. Yet, the one economic factor that is often overlooked in this analysis is China’s one child policy and it’s fast changing demography. China happens to be the world’s most populated nation. Right after the coming into existence of the People’s Republic of China, the nation experienced a propitious population growth owing to a better medical care and sanitation and this population growth was envisioned to be an advantage (Button 468). Mao Zedong believed that even if the population of China augmented manifold, the nation had the resources to cope up with it. However, a fast increasing population putting stress on the nation’s food security encouraged the government to opt for a one child policy in 1979, a measure that had both favorable and bad consequences for the nation’s economic g rowth, demographic configuration and socio-economic characteristics (Button 467). There is no denying the fact that in the case of underdeveloped nations, supporting and sustaining population in the light of the available scarce resources is a great challenge. In that context China had always been pursuing a very planned and systematic approach towards its population growth in a contemporary scenario. In the light of this fact, the nation introduced the one child policy in 1979, in an aggressive bid to improve its economic situation and to augment the people’s standard of living (Connor 1). The one child policy required the couples belonging to ethnic Han majority to limit themselves to a single child (Connor 1). Although, to begin with, the one child policy was intended to be a short term measure, the nation’s success in reducing the population count by 400 million motivated it to continue with a revised version of the one child policy till today (Connor 1). As per China’s one child policy the urban couples are

Determination of Ka for a weak Acdi Essay Example for Free

Determination of Ka for a weak Acdi Essay In the experiment preformed the objective is to titrate a weak acid with a strong base. In a titration of a weak acid with a strong base the titrant is the strong base and the analyte is a weak acid. The reaction that will occur is the direct transfer of protons from the weak acid to the hydroxide ion. The data gathered will be represented on the titration curve, a graph of the volume of titrant being the strong base plotted against the pH . The pH is an indicator of an acids strength. The titration curve can be used to determine the pKa. By reading the graph the equivalence point can be found; which is the point where equal parts acid and base have reacted by knowing this the half-equivalence can be found pH=pKa. Procedure In the experiment pH paper will be used instead of a pH meter. The pH will be determined at the beginning and the end of the titration and the data table will be used to calculate the intermediate values. A burette is a more accurate piece of glassware used to deliver the titrate; in the lab being performed disposable pipet will be used making it very important to consistently dispense the same size drops. Before the titration the volume of a drop must be determined. A pipet is completely fill with distilled water. The average number of drops in a mL and the average quantity of a mL represented by on drop is calculated and recorded. Water is added drop by drop to a graduated cylinder from a pipet at the first, second and third mL lines the water drops are recorded. The average number of drops are calculated per mL. The average of the quantity of a mL represented by a drop is also recorded. A data table is set up to represent the trail averages. First 2. 0 mL of unknown acid is measured into graduated cylinder and then poured into a beaker the volume is the recorded. By using a toothpick a drop of acid is placed onto low portion of pH paper, the pH level is recorded. One drop of the phenolphthalein indictor is added to the acid and the color is recorded. The beaker is set on a white sheet of paper before moving on. Next, a well in the 24-well plate is filled with NaOH solution and then sucked up into an empty pipet. The pipet is the held vertically slowly adding drop by drop the NaOH into the beaker of the unknown solution. Drops are added until a color change occurs, changing to a faint pink for at least 30 seconds. A plastic spoon is used to stir after the addition of each drop. The number of drops of NaOH is recorded and the equivalence point is now determined. A drop of the acid is now transferred by toothpick to the high range pH indicator strip. The pH level of the acid is recorded before titration. The contents of the beaker are poured down the drain and all equipment is thoroughly cleaned. The above procedure is repeated twice more, all data is recorded to 4 decimal places for each trail on the data table. The average of the 3 trails is calculated and data is recorded. At the top of the pH column the unknown’s acid’s starting pH level before titration is entered. Next, the pH level of the acid after the titration, at its equivalence point is entered at the bottom of the pH column. The appropriate pH levels for each 2 drop interval is then calculated, by subtracting the initial pH from the final pH and dividing the resulting difference by the number of rows minus 1. This number is then added to the previous pH value. A graph is then made, pH is plotted on the y axis and volume of NaOH added on the x axis. This represents the titration curve. The pH that corresponds with the equivalence point and half equivalence points are located and the pKa is determined for the unknown acid, pH=pKa. The relationship between Ka and pKa is that Ka is the equilibrium constant for the dissociation of a weak acid and pKa is the half-equivalence point where pH=pKa. In addition to the pH, Ka is an indication of an acids strength; pKa = log Ka. B. The potential sources for errors in this experiment are the inconsistent and miscounting of drops of NaOH in the titration. The pipet must be held upright dispensing the exact size drops to have an accurate measurement. C. If your experimental Ka is 5. 3 and the actual Ka of your unknown acid is 4. 7, what is your % error?

To Kill a Mockingbird by Harper Lee :: Free Essay Writer

To Kill A Mockingbird First impressions of people are often lasting impressions,especially in the minds of children. Unfortunately, these impressionstend to be negative, thus, discrediting the individual who conveys theimpression and causing the observers to inaccurately assess his truecharacter. Many times these impressions, aided by misunderstanding andprejudgment, cause unjust discrimination against an individual. Tokill a Mockingbird depicts the themes of misunderstanding andprejudice which portray Arthur (Boo) Radley as a villain. Through theprogressive revelation of Radley's character, the children realizethat their negative impressions and fears toward him were unfounded.Through gradual stages of change, Jem's, Scout's, and Dill'simpressions of Radley are dramatically altered, bringing them to therealization that he is not the evil man he was thought to be, butrather a caring individual of distinguished bravery, and truly, thehero of the novel. In the beginning of the novel many falsehoods portray Boo Radleyas a villain . These deluding opinions, very apparent in the adultcommunity, are well illustrated by Miss Stephanie Crawford. She helpsto mislead the children's impressions. Since Atticus, although ofteninterrogated, but not wanting to create a breach of etiquette, refusesto speak about the Radleys. Therefore, Jem receives most of hisinformation from Miss Stephanie Crawford, a neighborhood scold, whoinsists she knows the whole truth about the Radleys. It is fromCrawford that the children learn of Radley's scissor attack on hisfather and other such interesting rumors. Thus, Arthur Radley islabelled as a "hant", a possibly insane and dangerous man, and the"malevolent phantom." The latter, coming from the fact that Radley hadnot been seen for many years, and was believed to be responsible forpetty crimes around the neighbourhood. It is not solely Crawford whodisplays her distaste towards the Radleys, Calpurnia, also sharesthese feelings of hatred. Her dislike of Radley is well described inan offhand remark to the children: "T here goes the meanest man everGod blew breath into." (p.12) The children, aided by neighborhoodlegends, make their own conclusions about Radley. Based on prejudiceand myth, Jem compiles a very detailed description of Radley: Boo was about six-and-a-half feet tall, judging from his tracks; he dined on raw squirrels and any cats he could catch, that's why his hands were bloodstained-if you ate an animal raw, you could never wash the blood off. There was a long jagged scar that ran across his face; what teeth he had were yellow and rotten; his eyes popped, and he drooled most of the time. (p.13) Dill, through his curious and innovative character, also helps toheighten and shed light on the mystery around the Radley house.

Causes of Absenteeism

Hb1 Causes of absenteeism Although patterns of chronic absenteeism vary, the most common pattern is for a student to miss a few days of school each week. The student's excuses may or may not have to do with an illness. An absentee problem should be considered chronic when it is not always related to a specific illness and involves an average of two days or more per month. Once cause of chronic absenteeism is a lack of initiative on the part of the parents. It's not uncommon to find children absent from school because their parents did not get them up and out the door. In some cases, children may be kept home to take care of a parent or sibling who is not feeling well. Chronic absenteeism is often a family problem. When one child is absent, so are his or her brothers and sisters. Chronic absenteeism can also occur if parents are easily fooled into thinking the student is sick. Some parents are unable to determine whether their child is sick or not and, therefore, let the child stay home at the slightest complaint. Staying home and watching TV can be very reinforcing to some students. Chronic absenteeism may also occur if the classroom atmosphere is not reinforcing or is threatening to the child. If the student is nervous or anxious about the classroom, he or she may try to avoid coming to school. This factor is usually combined with one of the other causes discussed above. Sometimes, the very young child will use illness as a means of avoiding what he or she thinks may be a new and frightening experience. The Plan: Step 1: Follow all of the procedures for handling absenteeism that are outlined by your district. All of the procedures discussed in this solution section should be implemented in addition to, rather than in place of, the procedures specified by your school's administration. Step 2: Discuss the problem with the school or district nurse. If you are uncertain whether the student actually has health problems, arrange for a physical. (Make sure that you follow distinct guidelines in making arrangements for a physical examination. ) Request the school nurse or physician to give the parents some guidelines for evaluating whether the student has an illness that justifies being absent from school as often as has been the case. Step 3: Discuss the problem with the student's parents. Be sure to provide them with a record of their child's absences. Parents often have no idea how frequently their child has missed school. Let them know that you only wish to help and that you share their concern for their child's welfare in school. Determine whether the student's problem is the result of the parents not being able to tell whether the child is fooling them. Point out that it's sometimes difficult to tell whether someone is sick fist thing in the morning. If the parents have discussed the problem with a nurse or doctor, suggest that they follow the guidelines that were given to them by the professional. Tell the parents that it's fine to send the child to school when they are unsure about health complaints. Reassure them that you will send the child home if he or she is actually sick. In addition, you can suggest to the parent that if the child is kept at home, he should be kept in bed all day. Reinforce the idea that sick time requires rest time. (Sometimes the child will learn to determine whether he is sick or not with this procedure alone. ) Determine whether the student's problem is the result of parents not caring whether the child is in school. If so, be understanding of the parents. They may have had negative experiences in school. Let them know that you are there to help their child learn but that you cannot be effective unless the child is in school. Some parents may assume that the elementary school day is composed mostly of play. Let the parents know that this is not the case and that what the student learns each day and each year in school will help determine his or her future success. Sometimes just knowing you care will make a difference in the parents' attitude. If the child's attendance improves, be sure to follow up with periodic notes or phone calls to the parents to voice your appreciation to their assistance. Step 4: Discuss the problem with the student. Be very frank with the student about the severity of the problem. Show the student his or her attendance records. Let the student know that continued absences will make it more and more difficult for him or her to keep up with the other students. If the student can't tell how he or she feels in the morning, tell the student to come to school anyway. Tell the student that you will send the student home if he or she is really sick. If the student is chronically absent because the parents do not bother getting him or her up and ready, discuss ways the student can do this for himself or herself. Consider having the student do some work around the school to earn an alarm clock. (Check with your principal to see whether there is money available for purchasing a clock. ) Work with the student on how to get up and get ready for school. (This will be a time-consuming procedure for you, especially if the student is young. So don't do this step unless you think you can motivate the student to make the effort. ) Be sure to greet the student warmly each morning that he or she comes to school. Step 5: Make your classroom a positive and exciting place to be. Reassure the student that the student has a secure place in your class and that you like having him or her there. When the student is in class, keep the student active and challenged so that he or she will not want to miss something by not being there. An increase in positive interactions will do much to improve the environment in your classroom. Step 6: If you've followed district procedure and all of the steps that are suggested in this solution sheet but without success, do the best job you can with the student when he or she is there. Try not to worry about the problem, and don't feel guilty. When you've done everything in your power to get the student to school, don't blame yourself if the problem persists. Keep yourself open to the possibility of other solutions, but don't let the problem interfere with your effectiveness with the students who are in school everyday Hb2 Chronic absenteeism of young students often overlooked This term refers to truants, but also includes students in the elementary grades who have excused absences due to illness, family problems, or other reasons. The National Center for Children in Poverty (NCCP) defines a chronically absent student as one who misses 10 percent or more of the school year, regardless of whether an absence is excused or not. Many causes The NCCP cites a number of factors that can contribute to high levels of absenteeism among young children, including poor communication with parents, insufficient monitoring of attendance, high mobility, parents who don’t value education or feel welcome in school, poverty, and high levels of violence in the community. A recent report by the Open Society Institute-Baltimore, Missing School: The Epidemic of School Absence, notes that people tend to blame individuals — â€Å"neglectful parents and/or lazy, undisciplined youths† — when students don’t attend school. But it found school district policies have also â€Å"contributed unintentionally to the wide-spread problem of poor school attendance in Baltimore,† where 34 percent of elementary students and 44 percent of high school students were chronically absent in 2006-07 school year. These include weak and indifferent attendance policies and practices, including lack of follow-up with parents. And because frequently absent students tend to have low academic performance, the exclusive use of standardized test scores to measure school effectiveness offers schools little incentive for encouraging attendance. Hb3 Student Absenteeism – What’s the Problem – and  the  Answer? Student absenteeism is a serious issue in public education. Concerted efforts have been expended aimed at engaging students and promoting active learning, but schools are still full of   â€Å"clock-watchers†Ã‚   Many high schoolers regularly skip classes and, according to some inside reports, â€Å"the hallways are virtually empty some Friday afternoons. What’s my initial response? When confronted with a growing problem of absenteeism, Nova Scotia Education seems to be considering â€Å"compulsory engagement† until age 18. With 7. 4% of students missing 20% or more of classes and 45% absent for 10% of their classes, it’s a deeply entrenched problem. Fi rst came the carrot ( the elementary level behaviour modification (PEBS) program   and high school exam exemptions), now we seem to be resorting to the stick ( compulsory schooling to 18). What does the education research say? Student engagement is clearly more important than attending and simply occupying classroom seats. Canada’s largest national school survey,  Tell Them from Me, provided a clearer sense of the problem and identified the factors contributing to â€Å"a sense of belonging at school. †Ã‚   â€Å"Improving school and classroom climate† are key to â€Å"increasing engagement,† says CRISP Director Douglas Willms (MASS Journal,Fall 2008). Leading American expert, Deborah Meier (2002), sees school size as a critical factor — the smaller the school, the more likely students are to feel a sense of   attachment; the larger the school, the greater the potential for standardization, alienation and absenteeism. Hb4 Health woes cause drop-out, absenteeism – DepEd study Health problems are the leading causes of drop-out and absenteeism among public school students today, according to the Nationwide Oral Health Survey (NOHS), a study conducted by the Department of Education (DepEd), citing that of all health-related infliction, 97 percent involves tooth decay. In order to reduce school drop-out and absenteeism, DepEd intensifies its Essential Health Care Program (EHCP) and targets the leading cause of absenteeism by promoting proper oral care habits among students. The EHCP is a school-based program of DepEd and allocates simple and doable programs like daily hand washing, tooth brushing, bi-annual de-worming, among others. We hope to improve students’ health thus also upgrade their academic performance,† Education Undersecretary for Programs and Projects Vilma Labrador said. Together with Lamoiyan Corporation and Philippine Dental Association (PDA), DepED launched the Happ y Smiles for Healthy Kids project Wednesday, targeting thousands of preschool pupils nationwide. The special project falls under the education department’s EHCP. The launch was held at Bagong Ilog Elementary School in Pasig City. The project will provide each pupil with one soap and one toothbrush and access to toothpaste, which will be provided by Lamoiyan Corporation. Each package costs P25. 00 per child for the entire school year. PDA, on the other hand, will also provide oral education and oral examination to 86 different schools nationwide. PDA is composed of 156 licensed dentists involved in the development of workable oral health programs in public elementary schools and communities. Most importantly, DepEd along with their partners urged teachers to lead its students in practicing proper hygiene. â€Å"Teachers have the responsibility, not only in developing their students’ minds but also good habits especially oral care,† Lamoiyan Corporation president and CEO Cecilio Pedro said. Hb5 Hb6 Student’s excessive absenteeism should have prompted action by the school district to respond to attendance issues. Springfield School Committee v. Doe, 53 IDELR 158 (D. Mass. 009): A school district has an affirmative duty to take responsive action to a student’s chronic absenteeism, even when there is no â€Å"particularized showing of lack of progress or loss of education benefit attributable to [the school district’s] failure to respond† to the student’s absenteeism. In this case, the student had cognitive, attention, and behavioral issues (plus a history of poor attendance) and was absent in excess of thirty-two (32) days ov er a period of just two months. Also, one of the goals of the student’s IEP was to improve his handling of school responsibilities, which was â€Å"grounded in† the student’s â€Å"often being late and walking out of class, among other serious performance problems. † Although there was no specific indication of any loss of educational benefit due to this chronic absenteeism, there was also no indication that a representative from the school’s Educational Team contacted the student or his guardian to determine the cause of the student’s absences. This failure was â€Å"reason enough for the hearing officer to conclude that he had been denied a FAPE.    The Court noted that â€Å"for the hearing officer to have found otherwise† in light of such circumstances, it â€Å"would only encourage school districts to ignore such problems in the hope that no lasting damage will ensue. † Notably, the Court stated that it would not establish a set number of days of absen ce or truancy that would trigger a school district’s obligation to determine how to provide a FAPE. Rather, â€Å"each student’s case must turn on its own facts. † Hb7 The Effects of Excessive Absenteeism in Schools Students who skip school a lot miss out on the opportunity to gain a quality education, while teachers who are often absence may hurt the students' chances by weakening the school's ability to function. Students without adequate parental supervision may skip school to escape the boredom or cope with depression, according to author Linda L. Williams. Others stay away from class because of feelings of disconnectedness and inadequacy. Disconnected to School * Students who are frequently absent from school have more difficulty forming relationships and participating in school activities. Students with excessive absences may feel disconnected from academics and believe that the lessons are not relevant to their lives. They may spend less time in extracurricular activities, which reduces their chances to discover their passion, gain recognition for their talent and develop their skills outside the classroom. Disconnected student lack accountability which can lead to behavioral issues and poor academic achievement. Teachers who are frequently absent may not be able to bond with students. As a result students are more likely to disregard lessons and take school less seriously. Compromised Learning * Excessive absences create gaps in the student's education. Lesson plans are designed to prepare students for the next lesson. However if the student is not present in the classroom for the teacher to help them, the student has a higher chance of being left behind. Due to frequent absences, students may forget the previous lessons which results academic insecurity. Students may be doubt their ability to excel academically and stop putting in the effort to achieve high grades. If teachers have excessive absences, the learning process of the students becomes disrupted. Instead of challenging lessons, students are given busy work from less qualified substitute teachers. Lack of Positive Social Support * Constructive support from teachers and peers can boost a student's confidence in academics and encourage her to work towards academic success. Many students with excessive absences are dealing with difficult financial, health or family situations. However, without the chance to gain support from teachers, the student may not receive the extra attention she needs. Students who are exposed to negative attitudes about school will not have to chance to befriend students that excel academically. Teachers who are frequently absent are less able to join a strong network of teachers and gain the support of administration. This can lead to further clashes, organizational issues, conflicts and divisions within the school. Strained School Budgets * Student and teacher absences put a heavy burden on the school budget. Money that could be invested in field trips, technology and extracurricular activities are instead wasted on the cost of absences. Research in 1998 by PhoneMaster systems found that Oakland (CA) Unified School District suffered a loss of $4 million from student absences. Raegan Miller, researcher for American Progress, revealed that teacher absences cost the nation $4 billion in â€Å"Tales of Teacher Absence. † Removal from School * Chronic absenteeism can often result in the student getting expelled, especially if the student has behavioral issues and extremely low grades. Students who are disconnected from school are less likely to be aware of the attendance policy. This increases the chances of them being expelled from school. To reduce the budget strain and improve the quality of education, teachers with excessive absenteeism are targeted for removal. Many schools are feeling pressure from officials to reduce budget costs by enforcing attendance. As a result frequently absent teachers are vulnerable to lay offs and dismissals. Hb8 Absebteeism and Lateness Among Secondary School Students in Nigeria:Profiling Causes and Solution Introduction Absenteeism is major and continuous administrative problem among secondary school students in developing countries. Since the problem is to 70% student home based, there is need for the student/parent to help identify and proffer solutions to this quality disturbing problems that could lead to students’ dropout from school. Ubogu (2004:25) identified illness, permitted leave, voluntary absenteeism, as common forms of absenteeism. Identified causes of absenteeism include: illness, financial hardship, age, social class, geographical area, truancy and institutional influence. School related factors, such as; teachers’ attitude, poor administration, high cost of education, illness due to weather condition such as cold, temperature rey days causes absenteeism among students. Harsh school rules and regulations could cause absenteeism i. e. corporal punishment; families where children prepare themselves for school and parent to work. Truancy among students is caused by school-related reasons. Bullied by school staff, boredom, dislike of teachers and avoidance of tests. These are without par ents’ knowledge (Susan Kirk 2003). School authorities authorized absence for ailments, medical and death in the family. Parent particularly in rural areas keep their children at home for domestic activities on market and community festival days . In crises areas, student absence from school for safety reasons. Unaccepted absence had a negative effect on peer relationship, which could cause absence. According to Malcolm, Wilson, Davidson and Kirk (2003) teachers identified effects of absenteeism on children are; academic underachievement which increases costs and wastage, difficulty in making friends which could lead to boredom, loss of confidence and engagement in premature sexual activity which could lead to pregnancy resulting in dropout and stress among young careers. The society suffers as the children of school age hang around in the streets, intimidating other people and stealing properties of those who are in school and other place of work. Absenteeism and lateness could be reduced by providing; free education, counseling, discipline relevant curriculum and social welfare seminal to students’ . The use of electronic registration systems, truancy sweeps, contact with parents, and support for pupils with poor attendance and effective school administration by principals. Davidson et al 2003) (Ubogun 2004: 160). Absenteeism could results into poor academic achievement, lost of friends and partners, disruption in class when absentees return affect the behavior of other students, difficulty in keeping accurate records, reduced ability to meet instructional targets and damaged school reputation. For school community positive relationship to commune in the administration of secondary schools, there is need to identify causes of absenteeism and lateness among secondary schools in Nigeria (Oghuvbu 2002). Discussion The study revealed poor condition of health, lack of transportation parent poor financial condition, inability of parent to provide instructional materials and teachers non-commitment to the teaching of their subjects as causes of absenteeism. Going late to bed because of watching films and home movies, resulting into wake up late in the morning, distance to school and keeping friends who are not students are causes of lateness among secondary school students in Nigeria. These findings are consistent with those of Ubogu (2004), Heather Malcolm, Valerie Wilson, Julia Davidson and Susan Kirk (2003). Identified solutions to the causes of absenteeism and lateness were teachers should be punctual and regular in school, activities of Senior and Junior students should be supervised by teachers, parents should check their children in school regularly, library faculties should be provided in school to engage students during their free periods and punishment should be given to students involved in continuous absenteeism and lateness by school administrators. The result of this study showed that both the school authority and parents are involved in the factor that generatesabsenteeism and lateness among students. There is no significant difference between the views of principals, teachers, parents and students in the identified causes and possible solutions to the problems of absenteeism and lateness among secondary school students in Nigeria as revealed in this study. Also the causes of absenteeism are not significantly related to causes of lateness. The study revealed that only 2. 4% of the causes of lateness influences absenteeism that is students are not absent from school because of distance wake up late or keeping friends who are not students. However, poor parent financial status could result to lateness and absenteeism. The finding of this study could help reduce the problems of absenteeism and lateness since the four groups involved in the creation, management and control of these problems have no significant difference in the id entification of causes and possible solutions to these structural quality and societal disturbing problem, which affects the educational system in Nigeria. 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Delivering five hours

Utilizing the variety of office equipment as a means of facilitating the organization of the department. Participating in workshops to improve my ability to maintain the highest level of professionalism within the organization. Delivering five hours of instruction and spending three additional hours on performing research and implementing preparation methods to help officials gain a better understanding of the language. New Neighbors Education Center Alexandria, VA From: Oct. 2007 – Mar. 2008 Position: Executive AssistantMaintained files, updated company’s website and database, and proofread correspondence; created electronic file system with a simplified interface and ease of access; assisted the Director and members of Board in the performance of daily tasks. Managed the major donors’ mailing list, the drafting and issuing of thank you letters and the conduction of research for program development. Supervised office assistants, including those working to perfor m the duties of mailing, database entry, payroll, supply orders, budgeting and other financial tasks U. S.Department of State National Foreign Affairs Training Center Arlington, VA From: Jan 2006 – Sept 2007 Position: Culture Instructor and Curriculum Developer Trained U. S. Foreign Service embassy personnel in the areas of language and culture; personnel included ambassadors and other United States officials assigned to Albania, Macedonia, and Kosovo. Developed strategic methods for teaching language and culture for augmentation of the existing curriculum Berlitz Language Services Vienna, VA From: Jan 2003 – Dec 2005 Position: Administrative Assistant/Sales AgentRepresented Berlitz Language Services as a salesperson at organized conferences, meetings with clients for the purpose of developing marketing and short-term and/or long-term language program promotional deals; managed a front office and administered secretarial support to the Director and sales staff Paulâ₠¬â„¢s Wholesale Co. Washington DC From: Jan 2001 – Dec 2002 Position: Administrative Assistant Managed the processing, filing, shipping and follow-up procedures connected with customers’ orders, maintaining an effective administrative system. International Rescue Committee (IRC)Shkoder, Albania From: Sept 1999 – Nov 2000 Position: Office Manager Monitored IRC projects of rehabilitated refugee impacted sites and services, ensuring their availability and readiness to handle the many Kosovo refugees. Facilitated and mediated numerous meetings and workshops with the Mayor’s office, community leaders, NGOs and other entities involved in political, social or humanitarian projects. Worked closely with refugee organizations to obtain a list of hosts from contacts in foreign NGOs in Albania, allowing for the timely completion of the $500 thousand rehabilitation project.Managed the daily office tasks; monitored and coordinated project procurement and logistics; coo rdinated and conducted interviewing and hiring of personnel. ECOM / MALTESER Shkoder, Albania From: Nov 1998 – Aug 1999 Position: Administrative Assistant Assisted and supported Kosovo refugees in Albania, resulting in a smooth transition of the refugees to their own country; administered the logistics and distribution of medication and other matter to minister to the needs of the refugees. Provided interpretive services and assisted in refugee cases that needed immediate attention. Adventist Development and Relief Agency (ADRA) May 1998 – Nov 1998Tirana, Albania Assistant to the Director, Secretary, and Logistician Managed a busy office schedule, which extended to the coordination of travel logistics; conducted trainings in particular fields of expertise; formulated data collection instruments, such as surveys and questionnaires, to facilitate research into many aspects of the political situation of the region Aided the efforts of a team dedicated to reviewing laws an d advising local Albanian government entities concerning humanitarian activities; provided support and research information for weekly security briefings on the latest developments in the country and the neighboring ones.REFERENCES: Supervisors may be contacted and other professional references are available upon request KSA’S: PROGRAM ANALYST/PROGRAM SPECIALIST/CONTRACT SPECIALIST Knowledge My graduate level training in Government, Law and Public Policy has given me a vast array of theoretical knowledge concerning the legal and functional aspects of the government and its policies. My knowledge and experience has also extended to the area of performing legal research in foreign countries and the administration of duties related to the management of refugees.Having had several years of experience as an assistant to the director and other executives, I have garnered comprehensive knowledge of the areas of business administration concerned with budgeting and logistics. I have a lso been exposed to the formulation of research instruments such as questionnaires and surveys that have aided in the collection of citizen data. I am also thoroughly familiar with Albanian language and culture, having served for more than two years within three humanitarian organizations in Albania.I understand the methods connected with training high officials in the use of language and the understanding of culture within foreign countries. I also have knowledge of the procedures and practices connected with operation within Federal Offices of the United States Government. This includes an understanding of the emergency management procedures necessary in times of disaster or distress. Finally, I have technical knowledge of several computer applications used for word processing, graphic manipulation, data entry, and data mining.Skills My administrative skills have been demonstrated by the many administrative positions I have held. They have been utilized during the period I spent i n Albania, when I was in charge of performing essential office duties, as well as procurement and other logistic procedures. I am also highly skilled in the use of both English and Albanian. In Shkoder, Albania, I demonstrated the skill of monitoring IRC projects, which were instituted for the proper handling of the onslaught of Kosovo refugees.I am also skilled in mediation with government and other official organizations within foreign countries, as I was in charge of facilitating a number of meetings among the Mayor’s office, NGO’s and leaders within the community. I have also acted as an interpreter between Kosovo refugees and Albanian/American personnel, and I have been exposed to the performance and translation of legal research in the Albanian environment. Furthermore, I have worked within the U. S. Department of State National Foreign Affairs Training Center, gaining hands-on experience teaching the language and culture of Albania to the American personnel.I ha ve also had experience and the chance to portray skill in conducting administrative business in the private sector. Abilities As a person who has been exposed to business administration and communication at the diplomatic level, I have the ability to communicate well with government officials and other members of staff within any organization. I am able to perform duties related to human resource management and development, as I have trained high level officials in the proper performance of their duties in the Albanian environment.I work very well under pressure, as has been exemplified by my performance to a high level of effectiveness in the political climate of Eastern Europe. I am also well able to perform the administrative functions related to program analysis, as I am adept in the handling of file maintenance (including electronic files), website/database updating, payroll, and mailings. I am also able to draft correspondence, manage budgets and perform the duties related to procurement and supply/inventory management.

Civil War, Causes essays

Civil War, Causes essays There was nothing civil about the Civil War. Neighbor fought neighbor and brother fought brother in a painful division between family and friends that mirrored the one between the North and the South. The Civil War started when between the Northern states (the Union) and the Southern states that seceded from the Union and formed the Confederacy. During the 19th century the South remained almost completely agricultural, with an economy and a social order largely founded on slavery and the plantation system. These equally dependent institutions produced the essential, especially cotton, from which the South derived its wealth. The North had its own great agricultural resources, was always more advanced commercially, and was also expanding industrially. Hostility between the two sections grew clearly after 1820, the year of the Missouri Compromise , which was intended as a permanent solution to the issue in which that hostility was most clearly expressed the question of the extension or prohibition of slavery in the federal territories of the West. During the year 1820 through 1821, procedures passed by the U.S. Congress to end the first of a series of crises concerning the extension of slavery. By 1818, Missouri Territory had gained sufficient population to warrant its admission into the Union as a state. Settlers came largely from the South and it was expected that Missouri would be a slave state. To a statehood bill brought before the House of Representatives, James Tallmadge of New York proposed an amendment that would forbid importation of slaves and would bring about the ultimate emancipation of all slaves born in Missouri. This amendment passed the House in February 1819, but not the Senate. The bitterness of the debates sharply emphasized the sectional division of the United States. In January of 1820, a bill to admit Maine as a state passed the House. The admission of Alabama as a slave state in 1819 had...

Father Coughlin, the Depressions Radio Priest

Father Coughlin, the Depression's Radio Priest Father Coughlin was a Catholic priest based in the parish of Royal Oak, Michigan, who became a highly controversial political commentator through his extraordinarily popular radio broadcasts in the 1930s. Originally a devoted supporter of Franklin D. Roosevelt and the New Deal, his radio sermons took a dark turn when he became a bitter critic of Roosevelt and unleashed fierce attacks tinged with anti-Semitism and flirtations with fascism. In the misery of the Great Depression, Coughlin attracted a vast audience of disaffected Americans. He teamed up with Louisiana’s Huey Long to build an organization dedicated to social justice, and Coughlin actively sought to ensure that Roosevelt would not be elected to a second term. His messages eventually became so controversial that he was ordered by the Catholic hierarchy to cease his broadcasting. Silenced, he lived out the last four decades of his life as a parish priest largely forgotten by the public. Fast Facts: Father Coughlin Full Name: Charles Edward CoughlinAlso Known As: The Radio PriestKnown For: Catholic priest whose radio sermons made him one of the most influential people in America before endless controversy led to his downfall and silencing.Born: October 25, 1891 in Hamilton, Ontario, CanadaDied: October 27, 1979 in Bloomfield Hills, MichiganParents: Thomas Coughlin and Amelia MahoneyEducation: St. Michael’s College, University of TorontoFamous Quote: Roosevelt or Ruin! Early Life and Career Charles Coughlin was born in Hamilton, Ontario, Canada, on October 25, 1891. His family had mostly lived in the United States, but had crossed the border before his birth when his father found work in Canada. Coughlin grew up as the only surviving child in his family and became a very good student, attending Catholic schools in Hamilton followed by St. Michael’s College at the University of Toronto. He graduated in 1911 with a Ph.D., having studied philosophy and English. After a year touring Europe, he returned to Canada and decided to enter the seminary and become a priest. Coughlin was ordained in 1916, at the age of 25. He taught at a Catholic school in Windsor until 1923, when he moved across the river to the United States and became a parish priest in a Detroit suburb. (Original Caption) Detroit: Owners And Founder Of Social Justice. Father Charles E. Coughlin, left, says ownership of the weekly Social Justice has for two years been in hands of his mother and father, Mrs. Amelia Couhglin and Thomas J. Coughlin, right. Despite Coughlins protests, Social Justice was denied second class mail privilege. A gifted public speaker, Coughlin boosted church attendance when he would deliver sermons. In 1926, the popular priest was assigned to a new parish, The Shrine of the Little Flower. The new parish was struggling. In an effort to increase attendance at mass, Coughlin asked a fellow Catholic who ran a local radio station if he could broadcast a weekly sermon. Coughlin’s new radio program, called The Golden Hour of the Little Flower, began airing in October 1926. His broadcasts immediately became popular in the Detroit area, and within three years, Coughlin’s sermons were also being broadcast on stations in Chicago and Cincinnati. In 1930 the Columbia Broadcasting System (CBS) began putting Coughlin’s program on the air every Sunday night. He soon had an enthusiastic audience of 30 million listeners. Turn to Controversy In his early broadcasting career, Coughlin’s sermons were not controversial. His appeal was that he seemed to be a stereotypical Irish-American priest, delivering an uplifting message with a dramatic voice perfectly suited for the radio. As the Great Depression intensified and auto workers in Coughlin’s home area began to lose their jobs, his message changed. He began to denounce the administration of Herbert Hoover, which eventually caused CBS to stop carrying his program. Undaunted, Coughlin found other stations to carry his sermons. And when Franklin Roosevelt’s campaign gained momentum in 1932, Coughlin joined as an ardent supporter. Roosevelt or Ruin In his weekly sermons Coughlin promoted Roosevelt, and to encourage voters he coined the slogan Roosevelt or Ruin. In 1932, Coughlin’s program was a sensation, and he was said to be receiving many thousands of letters a week. Donations to his parish poured in, and he built a lavish new church from which he could broadcast to the nation. Father Charles Coughlin delivers a radio speech, 1930s. Fotosearch / Getty Images After Roosevelt won the election of 1932, Coughlin vigorously supported the New Deal, telling his listeners the New Deal was Christ’s deal. The radio priest, who had met Roosevelt during the 1932 campaign, began to consider himself a policy adviser to the new administration. Roosevelt, however, had become very wary of Coughlin, as the priest’s economic ideas were venturing far outside the mainstream. In 1934, feeling spurned by Roosevelt, Coughlin began to denounce him on the radio. He also found an unlikely ally, Senator Huey Long of Louisiana, who had also gained a large following through radio appearances. Coughlin formed an organization, the National Union for Social Justice, which was dedicated to fighting communism and advocated for government control of banks and corporations. As Coughlin devoted himself to defeating Roosevelt in the election of 1936, he transformed his National Union into a political party. The plan had been to nominate Huey Long to run against Roosevelt, but the assassination of Long in September 1935 scuttled that. A virtually unknown candidate, a congressman from North Dakota, ran in Long’s place. The Union Party had virtually no impact on the election, and Roosevelt won a second term. After 1936, Coughlin’s power and popularity declined. His ideas became more eccentric, and his sermons had evolved into rants. He was even quoted as saying he preferred fascism. In the late 1930s, followers of the German-American Bund cheered his name at their rallies. Coughlins tirades against international bankers played upon familiar anti-Semitic taunts, and he openly attacked Jews in his broadcasts. Over 26,000 people tuned in to hear the speech given by Reverend Charles E. Coughlin in Cleveland. He spoke of President Roosevelt as the Financial Dictator of the United States and pledged his own organization to establish a central, government bank. Bettmann  /  Contributor As Coughlins tirades became more extreme, radio networks wouldn’t let their stations broadcast his sermons. For periods of time he found himself unable to reach the vast audiences he once attracted. By 1940, Coughlin’s radio career was largely finished. He would still appear on some radio stations, but his bigotry made him toxic. He believed the United States should stay out of World War II, and following the attack on Pearl Harbor the Catholic hierarchy in America formally silenced him. He was forbidden to broadcast on the radio, and told to keep a low profile. A magazine he had been publishing, Social Justice, was banned by the U.S. government from the mails, which essentially put it out of business. Though once one of the most popular figures in America, Coughlin seemed to be quickly forgotten as America turned its attention to World War II. He continued to serve as the parish priest at the Shrine of the Little Flower in Royal Oak, Michigan. In 1966, after 25 years of imposed silence, he held a press conference at which he said he had mellowed and no longer held his controversial ideas from the late 1930s. Coughlin died at his home in suburban Detroit on October 27, 1979, two days after his 88th birthday. Sources: Coker, Jeffrey W. Coughlin, Father Charles E. (1891–1979). St. James Encyclopedia of Popular Culture, edited by Thomas Riggs, 2nd ed., vol. 1, St. James Press, 2013, pp. 724-726. Gale Virtual Reference Library.Roosevelt and/or Ruin. American Decades Primary Sources, edited by Cynthia Rose, vol. 4: 1930-1939, Gale, 2004, pp. 596-599. Gale Virtual Reference Library.Charles Edward Coughlin. Encyclopedia of World Biography, 2nd ed., vol. 4, Gale, 2004, pp. 265-266. Gale Virtual Reference Library.

Operations Management Essay Example | Topics and Well Written Essays - 250 words - 1

Operations Management - Essay Example Higher rates of employee contentment are directly proportional to lower turnover rates. Therefore, keeping employees in the firm satisfied with their careers should be at the top of the priority list of every employer. While employee empowerment and its upsides are well-known facts in management conducts, economic drop downs seem to cause employers to ignore it. Operations managers of most of the organization observe and scrutinize performance data frequently and create challenging yet reasonable targets for the organizational campaigns. Evaluation softwares are used by some of the most efficient managers to check employee performances. In a survey by â€Å"Glassdoor† Google Inc. has been declared as the company with the highest employee satisfaction and productivity for the year 2013. The secret of such an achievement lies in the fact that the company empowers its employees to venture into fields of their talents (Reed, 2013). Google shares rose sharply, from less than $500 a year ago, the stock traded in nearly $600 since mid-July, near to its record high of $707 a share as in 2007 (Schepp, 2013).. It is evident from this fact that Google Inc.’s success in the share market is a productivity marker that may be correlated to the high levels of employee empowerment practices that the company follows Every company requires a system to scrutinize their employees’ performance based upon parameters like employee attendance, projects undertaken, and reviews by immediate superiors etc. Several software tools are available in the market that can help individuals working on performance reviews to visualize and comprehend the data correctly and hassle free. Database tools achieve goals that many Chief Information Officers (CIOs) would like to match: Taking key data for business side or external customers and offering it in an attractive, appropriate way on the internet (McLaughin, 2013). Software vendors like InetSoft