The Media (Books, Film, Music, Television, for Example Essay Example for Free

The Media (Books, Film, Music, Television, for Example Essay In the event that to make esteem intends to make absolutely new worth that never exist in its present society, media is difficult to make esteem. Media is constantly gotten from our general public, so it generally reflects and show the worth as of now exist in our general public. Yet, some significant works won't Just basically reflect esteem, however remove esteems from our general public, reinforce it and afterward can influence the estimation of our general public, which will cause individuals to consider this works make esteem. One inborn explanation that make media consistently mirror the estimation of current society is, their writers originate from the present society, who are as of now profoundly influenced by the alue around them. One model is the thing that individuals like and feel in various occasions reflect in the music. 100 years prior, when more individuals live in the nations, life is progressively tranquil, and individuals increasingly like calm and straightforward life, down home music are famous. At time that, the verse of the blue grass music mirror the serene and basic life individuals appreciate. Be that as it may, these days, in our advanced life, an ever increasing number of individuals live in present day city, swarmed, boisterous and distressing, which drive individuals all the more effectively feel mad and long for discharge. So todays popular music, mirroring our cutting edge life, are increasingly unique and snappy, and the vast majority of them progressively uproarious. Some verse of the popular music will portray a people weeping for his/her disappointment and weight from the general public. Another genuine model that media reflect estimation of society is the manner by which individuals in various zones treat sex that influences their media. In some strict nations, individuals think about sex as an untouchable. Individuals tend to not discuss it out in the open. So it is difficult to see creators depict sex unequivocally in their works, no notice that open media will advertize this subject. In any case, in western nations, sex for their kin, is Just a typical and customary need in their worth, so it is entirely expected to see that the medias originate from estern nations will even depict sex. Basically to state, books, music and a wide range of various works and worth consistently mirror the estimation of the present society in their time and territory. On the off chance that esteem absolutely never exist in the general public, new incentive in media can't be made or spread there. Albeit all works mirror the estimation of the present society, the significant works would concentrate and feature the worth, and apply it to influence the general public where it originates from. For instance, in renaissance times, loads of savants, scholars and sociologists made attempts to diffuse their worth, similar to individuals are for the most part equivalent, individuals have the privilege ince their introduction to the world. This worth has long and profound impact on the open individuals that prompted individuals to stand up and oppose the special class. Be that as it may, these incredible savants, scholars and sociologists can place this incentive into their works and spread it since this worth nas previously existed in the general public But this worth isn't so solid and notable, what this works do is to reinforce and develop it into the general public. In total, all media originate from society so mirror the worth where they are determined. In any case, in some degree, some significant works can fortify the worth and influence the general public.

Earthquake Power Essay Example

Seismic tremor Power Essay The extent 6. 3 (ML) earthquake[1] struck the Canterbury area in New Zealands South Island at 12:51 pm on Tuesday, 22 February 2011 neighborhood time (23:51 21 February UTC). [1][9] The tremor was focused 2 kilometers (1. 2 mi) west of the port town of Lyttelton, and 10 kilometers (6 mi) south-east of the focal point of Christchurch, New Zealands second-most crowded city. [1] It followed about a half year after the extent 7. 1 Canterbury seismic tremor of 4 September 2010, which made huge harm Christchurch and the focal Canterbury locale, yet no direct fatalities.The quake caused far reaching harm across Christchurch, particularly in the focal city and eastern rural areas, with harm exacerbated by structures and foundation previously being debilitated by the 4 September 2010 seismic tremor and its post-quake tremors. Critical liquefaction influenced the eastern rural areas, creating around 400,000 tons of residue. The shallow tremor was accounted for to be felt over the South Island and the lower and focal North Island. While the underlying shudder just last around 10 seconds, the region and profundity of its area to Christchurch notwithstanding the past tremors were the purpose behind so much destruction.In all out, 185 individuals were killed in the earthquake,[6][7] making it the second-deadliest catastrophic event recorded in New Zealand (after the 1931 Hawkes Bay quake), and fourth-deadliest debacle of any sort recorded in New Zealand, with nationals from in excess of 20 nations among the people in question. [10] Over portion of the passings happened in the six-story Canterbury Television (CTV) Building, which fallen and burst into flames in the shudder. The legislature proclaimed a condition of national crisis, which remained in power until 30 April 2011. 11] The complete expense to back up plans of revamping was initially assessed at NZ$15 billion. [12][13] At that point it was at that point anticipated to be by a long shot New Zealands costliest catastrophic event, and the third-costliest quake (ostensibly) around the world. [14] But by April 2013, the absolute assessed cost had expanded to $40 billion. [15] Some financial analysts have assessed it will take the New Zealand economy 50 to 100 years to totally recuperate. [16] The quake was the most harming in a year-long seismic tremor swarm influencing the Christchurch area.It was trailed by a huge delayed repercussion on 1 3 June (which caused significant extra harm) and a progression of enormous stuns on 23 December 2011. Substance [hide] * 1 Geology * 1. 1 Main delayed repercussions since 22 February 2011 * 1. 2 Canterbury locale long haul probabilities * 2 Emergency the executives * 2. 1 Police * 2. 2 Search and salvage * 2. 3 Defense powers * 2. 4 Medical reaction * 2. 5 Humanitarian and government assistance * 2. 6 Infrastructure and backing * 3 Casualties, harm, and different impacts * 3. 1 Casualties * 3. 1. 1 Animal setbacks * 3. 2 Buildings influenced * 3. 3 Suburbs * 3. 4 Beyond Christchurch 3. 5 Christchurch International Airport * 3. 6 Sport * 4 Response * 4. 1 International * 4. 2 Fundraising and noble cause occasions * 4. 3 Memorial administrations * 4. 4 Commission of Inquiry * 5 Recovery * 5. 1 Canterbury Earthquake Recovery Authority * 5. 2 Housing * 5. 3 Schools and colleges * 6 Economic effect * 7 Cancellation of 2011 evaluation * 8 See additionally * 9 References * 10 Further perus ing * 11 External connections Geology[edit source | editbeta] Earthquake power map Location of the 12:51pm tremor focal point inside Christchurch The 6. 3 tremor was most likely a post-quake tremor of the 7. - greatness 4 September 2010 Canterbury seismic tremor. While New Zealands GNS Science depict it as in fact a consequential convulsion of the previous occasion, different seismologists, including those from USA and Geoscience Australia, think of it as a different occasion, given its area on a different flaw framework. [17][18] The quake has created its very own noteworthy arrangement post-quake tremors, a significant number of which are viewed as large for a 6. 3 tremor. [19] 361+ consequential convulsions (extent 3+ foreshocks incl) were knowledgeable about the primary week, the biggest estimating size 5. 9, which happened just shy of 2 hours after the principle stun. [20] A 5. - extent delayed repercussion on 16 April,[21] the biggest for a little while, brought on additional harm, including power cuts and a few huge stone falls. [22] Another post-quake tremor hit the Christchurch area on 10 May 2011 from the Greendale shortcoming estimating 5. 3 size. It cut force for a couple of moments and made further harm structures in the downtown area. No passings or wounds were accounted for. It was felt as distant as Dunedin and Greymouth. [23] On 6 June, a huge consequential convulsion happened, estimating 5. 5 on the Richter scale. The shake was felt as distant as Kaikoura and Oamaru. [22] A progression of delayed repercussions happened on 13 June.A tremor of 5. 7 was felt at 1 pm NZT, with profundity of 9 km and a focal point at Taylors Mistake,[24] followed by a 6. 3 tremor a little more than an hour later, with a profundity of 6 km, found 10 km east of the city. [25] Power was sliced to around 54,000 homes, with further harm and liquefaction in effectively debilitated regions. The Lyttelton Timeball Station collapsed[26] and Christchurch Cathedral supported more harm. In any event 46 individuals were accounted for harmed. [27] Initial reports propose the quake happened at a profundity of 5 kilometers (3 mi); further investigation of seismic information may bring about a modification of that profundity. 19] Early reports recommended that it happened on a formerly obscure faultline running 17 km east-west from Scarborough Hill in South Eastern Christchurch to Halswell, at profundities of 3â€12 km,[28] however the Institute of Professional Engineers have since expressed that GNS Science accept that the seismic tremor emerged from the burst of a 8 x 8 km issue running east-upper east at a profundity of 1â€2 km profundity underneath the southern edge of the Avon-Heathcote Estuary and plunging southwards at a point of around 65 degrees from the even underneath the Port Hills. [29] Although the burst was subsurface (I. . didn't break the surface), satellite pictures demonstrate the net removal of the land south of the deficiency was 50 cm westwards and upwards; the land development would have been more noteworthy during the shudder. [30] Land development is fluctuated around the territory horizontallyâ€in both east and west directionsâ€and vertically; the Port Hills have been raised by 40 cm. [31] Satellite picture demonstrating shaking quality (snap to develop) The tremor was a hit slip occasion with slanted motionâ€mostly level development with some vertical movement[32]â€with switch push (I. . vertical development upwards). [3] The vertical quickening was far more noteworthy than the even increasing speed. [32] The force felt in Christchurch was MM VIII. [33] The pinnacle ground speeding up (PGA) in focal Christchurch surpassed 1. 8g (I. e. 1. multiple times the speeding up of gravity),[34] with the most elevated account 2. 2g, at Heathcote Valley Primary School,[3] a shaking power proportional to MM X+. [35] This is the most elevated PGA ever recorded in New Zealand; the most noteworthy perusing d uring the September 2010 occasion was 1. 26g, recorded close Darfield. 34] The PGA is likewise one of the best ever ground increasing velocities recorded in the world,[36] and was strangely high for a 6. 3 shake. [19] and the most elevated a vertical way. [37] The focal business locale (CBD) experienced PGAs in the scope of 0. 574 and 0. 802 g. [38] conversely, the 7. 0 Mw 2010 Haiti seismic tremor had an expected PGA of 0. 5g. [36] The speeding up happened principally in a vertical direction,[32] with observer records of individuals being hurled into the air. [36] The upwards (positive increasing speed) was more prominent than the downwards, which had a most extreme chronicle of 0. g; the greatest recorded level speeding up was 1. 7g[37] The power of the tremor was factually far-fetched to happen more than once in 1000 years, as per one seismic designer, with a PGA more prominent than numerous cutting edge structures were intended to withstand. [39] New Zealand construction standar ds require a structure with a 50-year plan life to withstand anticipated heaps of a 500-year occasion; introductory reports by GNS Science propose ground movement impressively surpassed even 2500-year structure motions,[40] past greatest thought about occasions (MCE). 41] By correlation, the 2010 quakeâ€in which harm was transcendently to pre-1970s buildingsâ€exerted 65% of the plan stacking on structures. [39] The speeding up experienced in February 2011 would thoroughly smooth most world urban communities, causing huge death toll; in Christchurch, New Zealands rigid construction regulations restricted the calamity. [18] However, the most serious shaking kept going just 12 seconds, which maybe forestalled progressively broad harm. [41] It is likewise conceivable that seismic lensing added to the ground impact, with the seismic waves bouncing back off the hard basalt of the Port Hills once more into the city. 28] Geologists revealed liquefaction was more awful than the 2010 sh udder. [32] The shake additionally caused critical landslips and rockfalls on the Port Hills. [32] Although littler in greatness than the 2010 shudder, the tremor was all the more harming and fatal for various reasons. The focal point was nearer to Christchurch, and shallower at 5 kilometers (3 mi) underground, while the September shudder was estimated at 10 kilometers (6 mi) profound. The February seismic tremor happened during noon on a weekday when the CBD was occupied, and numerous structures were at that point debilitated from the past shakes. 42][43] The PGA was very high, and synchronous vertical and flat ground development was practically unimaginable for structures to endure unblemished. [32] Liquefaction was fundamentally more prominent than that of the 2010 shudder, causing the upwelling of in excess of 200,000 tons of silt[44][45] which should have been cleared. The expanded liquefaction caused critical ground development, subverting numerous establishments and devastati ng framework, harm which might be the best at any point recorded anyplace in a cutting edge city. [29] 80% of the water

How Extinction Is Defined in Psychology

How Extinction Is Defined in Psychology Theories Behavioral Psychology Print How Extinction Is Defined in Psychology By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Medically reviewed by Medically reviewed by Steven Gans, MD on May 25, 2017 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on May 06, 2019 Shestock / Blend Images / Getty Images More in Theories Behavioral Psychology Cognitive Psychology Developmental Psychology Personality Psychology Social Psychology Biological Psychology Psychosocial Psychology What could cause a person or animal to stop engaging in a previously conditioned behavior? Extinction is one explanation. In psychology, extinction refers to the gradual weakening of a conditioned response that results in the behavior decreasing or disappearing. In other words, the conditioned behavior eventually stops. For example, imagine that you taught your dog to shake hands. Over time, the trick became less interesting. You stop rewarding the behavior and eventually stop asking your dog to shake. Eventually, the response becomes extinct, and your dog no longer displays the behavior. Causes of Extinction and When It Occurs In classical conditioning, when a conditioned stimulus is presented alone without an unconditioned stimulus, the conditioned response will eventually cease. For example, in Pavlovs classic experiment, a dog was conditioned to salivate to the sound of a bell. When the bell was repeatedly presented without the presentation of food, the salivation response eventually became extinct. In operant conditioning, extinction occurs when a response is no longer reinforced following a discriminative stimulus. B. F. Skinner described how he first observed this phenomenon: My first extinction curve showed up by accident. A rat was pressing the lever in an experiment on satiation when the pellet dispenser jammed. I was not there at the time, and when I returned I found a beautiful curve. The rat had gone on pressing although no pellets were received.... The change was more orderly than the extinction of a salivary reflex in Pavlovs setting, and I was terribly excited. It was a Friday afternoon and there was no one in the laboratory who I could tell. All that weekend I crossed streets with particular care and avoided all unnecessary risks to protect my discovery from loss through my accidental death. Examples of Extinction Lets take a closer look at a few more examples of extinction. Imagine that a researcher has trained a lab rat to press a key to receive a food pellet. What happens when the researcher stops delivering the food? While extinction will not occur immediately, it will after time. If the rat continues to press the key but does not get the pellet, the behavior will eventually dwindle until it disappears entirely. Conditioned taste aversions can also be affected by extinction. Imagine that you ate some ice cream right before getting sick and throwing it up. As a result, you developed a taste aversion to ice cream and avoided eating it, even though it was formerly one of your favorite foods. One way to overcome this reluctance would be to expose yourself to ice cream, even if just the thought of eating it made you feel a little queasy. You might start by taking just a few small tastes over and over again. As you continued to eat the food without getting sick, your conditioned aversion would eventually diminish. Extinction Doesnt Mean Its Gone Forever If the conditioned response is no longer displayed, does that really mean that its gone forever? In his research on classical conditioning, Pavlov found that when extinction occurs, it doesnt mean that the subject returns to their unconditioned state. Allowing several hours or even days to elapse after a response has been extinguished can result in spontaneous recovery of the response. Spontaneous recovery refers to the sudden reappearance of a previously extinct response. In his research on operant conditioning, Skinner discovered that how and when a behavior is reinforced could influence how resistant it was to extinction. He found that a partial schedule of reinforcement (reinforcing a behavior only part of the time) helped reduce the chances of extinction. Rather than reinforcing the behavior each and every time it occurs, the reinforcement is given only after a certain amount of time has elapsed or a certain number of responses have occurred. This sort of partial schedule results in behavior that is stronger and more resistant to extinction.   Factors That May Influence Extinction A number of factors can influence how resistant a behavior is to extinction. The strength of the original conditioning can play an important role. The longer the conditioning has taken place and the magnitude of the conditioned response may make the response more resistant to extinction. Behaviors that are very well established may become almost impervious to extinction and may continue to be displayed even after the reinforcement has been removed altogether. Some research has suggested that habituation may play a role in extinction as well. For example, repeated exposure to a conditioned stimulus may eventually lead you to become used to it, or habituated. Because you have become habituated to the conditioned stimulus, you are more likely to ignore it and its less likely to elicit a response, eventually leading to the extinction of the conditioned behavior. Personality factors might also play a role in extinction. One study found that children who were more anxious were slower to habituate to a sound. As a result, their fear response to the sound was slower to become extinct than non-anxious children.

Corporate Social Responsibility task Free Essays

string(91) " experience which helps some members of the local community improve their ability to work\." One thing it has done is source a lot Of its products from local suppliers e. G. All Waitress fresh chicken, beef and pork, bacon, duck and goose are sourced room the [J which helps local communities as it increases the profits of the local suppliers and allows them to expand which allows them to increase their workforce. We will write a custom essay sample on Corporate Social Responsibility task or any similar topic only for you Order Now Increasing the suppliers workforce helps the community as it decreases unemployment rates and increases the amount of money that stays in the community. This is very important to local communities as usually 95% of a business’s income is taken away from the local community but by altering its supply methods and improving its employee bonuses John Lewis removes a lot less. Another way the John Lewis Partnership has had a positive impact on the coal community is through its employee bonuses which are substantially larger than most other supermarkets. This helps the local community as it gives the employees more disposable income which is likely to be spent in the local community. It also helps employees to maintain financial stability through the Christmas period which would help the community as there would not be as many community members in debt after Christmas. The John Lewis Partnership has also helped the local community through its community matters scheme which offers its employees the opportunity to work with the community on local projects. This combined with their investment of Ell million into the local community has benefited their local communities a lot. This helps the local community as it not only gives them the funds to make a change but access to a large workforce to get it done. The final way the John Lewis Partnership helps the local community is by using diverse recruitment methods which helps different parts of the local community to learn about each other’s cultures and helps people who would find it hard to get a job. An example of this is their elderly recruitment which provides jobs to elderly people who normally would find it hard to get a job. This would also set an example for other business in the area and so increase diverse recruitment methods in other businesses. The John Lewis Partnership also has a negative impact on local communities as its Waitress products are often a higher price than other supermarkets which could cause problems for people with money troubles as they would not be able to afford as much. This may also cause a class divide in some areas as some would be financially able to shop at John Lewis or Waitress whereas other would not and so this may split the community. The John Lewis Partnership has also been linked to an increase in house rises as people are willing to pay more for a house located near a Waitress. This effect has been noticed by estate agents in areas that a Waitress has been built nearby with some claiming it increases house prices by up to 25%. This would affect people who want to move into the area as they may find fewer houses in their budget. This would also affect the diversity of the local community as it would reduce the amount of people who have a lower income in the area. This would however have a positive impact on people already living in the area as their house value would increase. The final negative impact that Waitress has had is that in some communities it has caused traffic problems as people from the local area flock in to use the store. This would affect the environment as some of these people would have driven further than normal so that they can use Waitress rather than a different store. This would also affect the local area which would become more congested and would have to spend Moore to maintain the roads. Overall I think that the John Lewis partnership is good for the local community as it offers the local community a range of high quality products and has advanced ethical consumerism a lot. Also the main negative impacts John Lewis has are difficult for them to change and they are still trying to improve on these effects such as offering a value range to make Waitress a more affordable option and looking to decrease its impact on congestion such as at its Guilford site which is located near a large junction they have paid for the council to improve the roads. McDonald’s McDonald’s is probably the most improved business I have researched as it has received a lot of negative publicity on its CAR choices in the past but is now trying to improve its public image. One way it has done this is by advertising its various green schemes that reduce the impact they have on the environment. The most visual form of this environmental change is their packaging which has been altered so it is now more biodegradable and smaller. This helps the local community as it makes it easier for the council to deal with any litter that is dropped by a customer and it reduces the amount of waste McDonald’s contributes to the local land fill. Another way McDonald’s green schemes have helped the local community is that it has increased its local product sourcing. This decreases the air miles of he food and reduces the amount of money that is removed from the local community. This helps support local agriculture which is at threat due to other companies sourcing products from overseas. This also helps to support the local economy as a transnational corporation usually removes a lot of money from local communities and so the more money it spends on local produce the less impact it has on the local economy. McDonald’s also helps the local community by bringing a lot of jobs to their community and hiring people with little or no experience which helps some members of the local community improve their ability to work. You read "Corporate Social Responsibility task" in category "Papers" This also helps people in higher education as often McDonald’s working hours are quite flexible and so they can work their without it affecting their education. The final way they are trying to help the local community is by decreasing the amount of litter found around the community. They are doing this by funding local council bins and putting litter bins outside of their restaurants. This helps the local community as it makes it a cleaner place and improves its image which would increase the amount of people who would want to visit the area. This also helps reduce the cost for the council when dealing with an areas litter problem. McDonald’s has had substantial negative impacts on the local community as well. The main impact it has had is on the health of the local people as many of their best selling products are unhealthy and the products that are healthy have been criticized as they often do not appeal to their customer base. This is shown in a daily mail article called â€Å"McDonald’s shares fall as customers shun new healthier items on the menu† that links recent price drops to customers rejecting the healthier McDonald’s products. Although McDonald’s are trying to combat litter in their local communities, they are one of the main causers of it. This is shown by a 2009 survey that McDonald’s packaging makes up for a third of the Auk’s litter. Also a lot of their delivery packaging contributes to local landfills which if filled would have to be expanded or a new local site would have to be created which would decrease the appeal of the local area. Overall I think that McDonald’s is bad for the local community as although it is trying to reduce its impact on the local community it still has a strong impact on the local populations’ health and the cleanliness of the surrounding area. This would decrease the appeal of the area which may lead to problems such s a decrease in house prices, less tourism and less people visiting the area to use the local shops. As I have mentioned above, McDonald’s is often criticized for it negative effects on the customer’s health and its low sales in its healthy options. To decrease these negative effects McDonald’s should look to invest in research on improving the nutritional value of their food. This research should include trials of various food ideas in some of their stores so that they can work out which ones to spread chain wide and which to improve on. After improving the healthiness of their product range they should then Penn a large amount of money on a new advertising campaign that advertises the largest changes e. . A large decrease in calories or saturated fat in their burgers. This should also include a look at their Other positive improvements such as their care for the environment and anything else related to the welfare of their customers and the environment they live in. Due to McDonald’s advertisement of its healthier product range the company’s imag e should improve. This should help to set up a business deal with a new healthy food partner such as Real Foods, Weight watchers, Wellness Foods or another healthy food company who would be happier to e associated with a healthier McDonald’s. With one of these healthy food company McDonald’s should work with them to try and improve the taste of their healthier product range so that it seems a more attractive option to customers. This would allow McDonald’s to gain a larger customer base as then only other large fast food chain that can advertise the healthiness of its food is subway who McDonald’s could take customers from. This could also be used to try and appeal to a larger customer base as some organizations, such as weight watchers, offer their own food range for people who are dieting. If they sold weight watchers dieting products or certified some of their own products as recommended by a healthy food company then they would probably attract a lot of new customers as their main competition, KEF and Burger King do not offer any specific dieting products. Another benefit of this is that they could work with a company such as Real Foods to increase the amount of special diet foods on their menu. This would increase their customer base as it would attract people that are vegetarian, vegan or have an allergy to things like gluten or wheat. This improvement would greatly improve McDonald’s image as they would come the market leader in healthy fast food which, with its environmental work, would alter the view of groups such as PETA who would not target them as much. This image change would also increase the amount of children (one of their prime demographics) that go to McDonald’s as parents would be happier to take them if they had healthy food. SAD SAD benefits the local community mainly through its SAD foundation program which supports a lot of small charities located around the ILK. This is especially helpful to the local community as most businesses only support arguer charities but as SAD has this program it can donate to smaller charities that need the money to improve their functionality in the local community. So far this year the program has donated almost E3000000 to a wide variety of charities which often offer specialist support for members of the community. Another way SAD is helping the local community is through its new plan to give Store space to local authorities, businesses, voluntary groups and educational services. It is giving this space as a lot more customers are buying online and so the stores do not need as much space for stock. This helps the local community as it means that customers are more likely to find out about various groups and community projects in their community. The final way SAD has had a positive impact on the local community is through its community life program which offers customers the opportunity to vote on what SAD should do with the money it plans on investing in the local community. This helps the local community as it increases the relativity of the changes for the local community. This also encourages other groups to consult the community more due to the increased advertisement they receive from voters. SAD has also had a negative community due to where it’s building. A lot of Sad’s stores are deliberately located near another supermarket to try and reduce its profits. The problem with this is that often they can’t find a suitable site near enough and so use planning loopholes and other methods such as paying for an improved transport system to secure sites that aren’t meant to be built on. This affects the community negatively because it is likely that there would have been a reason for the council not wanting the supermarket being built there (e. G. The site had natural beauty). This also effects where the average shopper purchases goods as many of these stores are located out of town or on the edge of towns many people are drawn away from the shopping area Of the town and so are less likely to purchase something from that area. Due to Sad’s delivery service many of their Lorries have to go into smaller towns to make deliveries. This poses problems for the local community as they may not have the infrastructure needed for Lorries to travel through their town which could cause damage to the roads and congestion. This effects the local community as the council would have to pay for any damage one to the road and the local people may find it harder to get to their destination. Like other supermarkets, SAD cause 2 main problems, increased traffic and a decrease in business for local shops. How to cite Corporate Social Responsibility task, Papers Corporate Social Responsibility Task Free Essays The partnership is employee owned (these employees are Often called members or partners) and so they state that their purpose is â€Å"the happiness of all our members, through their worthwhile, satisfying employment in a successful business† The next business researched was McDonald’s which is the largest global fast food restaurant in the world. It has over 34000 stores located around the world that serve around 68 million people a day (equivalent to the population of the K). McDonald’s has often been criticized for its effect on the environment and its customers due to its low quality products. We will write a custom essay sample on Corporate Social Responsibility Task or any similar topic only for you Order Now Its main competition is KEF and Burger King although to combat this McDonald’s offers a larger product range with KEF mainly focusing on chicken and Burger King mainly offering burgers. To help promote their food to children they use a clown mascot that they also use for their charities that support children e. G the Ronald McDonald House charity which offers temporary homes for families with close relatives who are in a distant hospital. The Final business researched was SAD which is owned by Wall-Mart, the largest private employer in the world and the second largest public reparation in the world. SAD got its name from the merger of Associated Dairies Farm Stores Limited and Acquits (a small chain of supermarkets) with the AS coming from Acquits and the DAD coming from Dairies. SAD has had various problems with false advertising in the past usually due to showing items in adverts for sales that are not included in the sale. SAD manufactures and sells its own range of clothes called George. SAD employs 175,000 employees and 565 stores in the ASK. Its mission statement is â€Å"to be Britain’s best value retailer exceeding customer needs always. All of these organizations have been put under pressure in recent years to act responsibly and show good corporate social responsibility. The main pressure on these businesses comes from pressure groups which are groups such as Greenback who put pressure on businesses who damage the environment. These groups can have a substantial effect on a business as they can use various protest methods to reduce the profits of a business. T hese methods include calling for boycotts, deterring ethical consumers, picketing and even suing the business. All these methods cause negative publicity for the equines which deters customers from going to the store as its actions may not follow their ethical beliefs. Negative publicity can also affect share prices as this publicity can be an indicator that the profits of the business fall drop soon due to some of their customers being deterred. The main organization have researched that has been effected by this is McDonald’s who has been targeted by various environmental groups in the past and is now being targeted by PETA who has done investigations into McDonald’s and has set up whom. Cruelty. Com which publicizes how McDonald’s mistreats animals. This is likely to deter customers from going to McDonald’s and cause it to lose a small amount of its market. Although it is being targeted negatively by some pressure groups, other groups have recently sat reed to us port its new CEO-friendly initiatives and employment strategies which has improved the companyâ€⠄¢s image a lot. Another organization that has been effected negatively is SAD who have been targeted by Labor Behind the Label and War on Want who have shown various suppliers of SAD to be underpaying workers. This would affect ethical consumers as they would be deterred from supporting SAD and its u pliers by buying their products and some may protest against SAD in other ways. Pressure groups can also help a business if it shows advancement in particular CAR fields. The John Lewis Partnership is the main business that I’ve researched that has benefited from positive publicity from pressure groups as it has received various awards from pressure groups for having good suppliers and caring for the environment. One of their recent awards, the good pig award, allowed the company to advertise that they sourced their pork products from high welfare farms which would increase the likelihood hat an ethical consumer would purchase that product. Many of the Actions taken by pressure groups would not work without ethical consumers. Ethical consumers are people who purchase goods based partly on them being ethically right. An example of this is people who buy fair trade products which are often more expensive than non-fair trade products but help support the producers of those products. These consumers are very important for the pressure groups as it can allow them to get customers to boycott certain products or retailers. This also allows pressure groups to influence the decisions of a business as they can reduce the profits of a business or alternatively if the business is doing well in some aspect of CAR they can give them an award that will attract ethical consumers to them. An example of the power of ethical consumerism is that McDonald’s has been forced to alter its view on the environment with it being linked to rainforest’s destruction and over packaging of products whereas now it has some of the best packaging in the fast food industry and has decreased its effect on the rainforest’s. The main way ethical consumerism has affected SAD is through the reduces it sells with them now stocking a large range of fair-trade and free range products to encourage ethical consumers to go to SAD instead of its competitors. This has caused SAD to decrease its profit margin on these products as these products cost more for SAD to buy which may have lost them money for a short time but would increase their sales due to greater Customer retention. The John Lewis Partnership has benefited a lot from ethical consumerism with many of its products aimed at ethical consumers and a lot of its customers choosing to shop their because of their view on business. This allows them to maintain a good customer base as ethical consumers are likely to keep shopping at John Lewis Partnership stores so long as they continue to make ethical decisions. Often the main way a business promotes it is being socially responsible is through its investments. This helps to maintain a good relationship with pressure groups and advertises the business to ethical consumers. An example of this is McDonald’s who promote their investment into fuelling over 50% of their trucks with bodiless and continually researching ways to reduce their packaging waste. Most socially responsible investments made by a business have other benefits too such as the bodiless they make themselves which reduces fuelling costs and decreasing waste packaging means they don’t have to buy as much of the raw materials for the packaging. The John Lewis Partnership promotes its socially responsible actions a lot. An example of this is that it has invested into an awards program called the Waitress Supplier Awards which rewards suppliers for improving their environmental performance. This has helped Waitress improve its suppliers so that ethical groups will continue to support Waitress. This also advertises to consumers that Waitress are trying to improve the CAR Of their suppliers and not just their stores. SAD gain substantial benefits from advertising its socially responsible actions. One way it has benefited is through better employment as it advertises its employment benefits, such as access to its skills academy, to gain a better standard of employees. It also benefits by advertising the various things it is doing for the local community, such as supporting a local athlete, which would help the local community see some of the good aspects to having an SAD in their community. All 3 of the businesses I have researched have benefited from their positive CAR which has helped them grow. The John Lewis Partnership has benefited a lot from the good publicity it has received from various organizations that report on CAR to the extent that it has become the industries leader for ethical consumers. This has allowed their stores to offer their goods at a higher price than their competitors as their customers are willing to pay more for an ethically sourced product. As they have a history of ethical consumerism they have been able to maintain customer loyalty as it is less keel for them to make an unethical business decision. John Lewis has also used its employment benefits to maintain a good work force with it giving its employees a large percentage of the profits (usually in the form of a bonus worth 2 months pay). These benefits increase employee loyalty and make the John Lewis Partnership a more attractive option for job seekers. This allows the stores to be more selective when employing new members of staff so that they can get the best person for the job. This also allows them to create a more diverse workforce so that they can find out bout different ways to market products towards people of a different age, culture, ethnicity, sex and background. McDonald’s has benefited from the positive publicity from its socially responsible actions a lot because in the past many pressure groups have given McDonald’s negative publicity on its effects on the environment, its packaging and its effects on the consumers health. Over recent years though it has advertised what it has done to combat these issues to such an extent that it has now won a lot of environmental awards. This has helped to increase its ethical consumer customer base and in turn increase its profits. The main area McDonald’s has benefited from good CAR is in its recruitment. Due to McDonald’s offering its employees a good range of benefits it has been named one of the Auk’s top employers. This helps promote McDonald’s to potential employees and helps retain employees which is essential for McDonald’s as most Of their franchise owners are previous employees. SAD has benefited a lot though the loyalty of its customers. This is due to them maintaining a good price for their products while still doing a lot for their CAR. This has meant that the business has not had to invest in club cards which it says cost â€Å"hundreds of millions of pounds† and only reward â€Å"people who can afford to spend the most†. Instead it explains that it uses that money to reduce the cost oftener products â€Å"across the board for everyone. † This allows them to advertise that they have more products cheaper than Deco’s than Deco’s have of SAD. This draws in new customers and maintains customer loyalty as customers believe it is the best option for them to shop there. SAD have offered a lot of benefits to employees with cheaper stock offerings and various qualifications available. How to cite Corporate Social Responsibility Task, Papers

Tows Matrix free essay sample

Matrix is an important matching tool that helps managers develop four types of strategies: SO Strategies, WO Strategies, ST Strategies, and WT Strategies. TOWS Matrix could be applied to the development of tactics necessary to implement the strategies, and to more specific actions supportive of tactics. SO Strategies SO Strategies use a firms internal strengths to take advantage of external opportunities. All managers would like their organizations to be in a position where internal strengths can be used to take advantage of external trends and events. For example, Mercedes Benz, with the technical know-how and the quality image (strength), can take advantage of the external demand for luxury cars (opportunity) by an increasingly affluent public. WO Strategies WO Strategies aim at improving internal weaknesses by taking advantage of external opportunities. Sometimes key external opportunities exist, but a firm has internal weaknesses may prevent it from exploiting those opportunities. For example, an auto accessory company with a great demand for electronic devices (opportunity) to control the amount and timing of fuel injection in automobile engine, may lack the technology required for producing these devices (weakness). We will write a custom essay sample on Tows Matrix or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page One possible strategy would be to acquire this technology through cooperation with a firm having competency in this field. ST Strategies ST Strategies use a firms strengths to avoid or reduce the impact of external threats. For example, amazon. com an online market place for individuals and businesses across the world is trying to use their strong customer service (strength) to handle customer complaints and concerns on the confidentiality of the customers transactions on the site in order to reduce negative publicity (threat), about problems the company is having with its systems. WT Strategies WT Strategies are defensive tactics directed at reducing internal weaknesses and avoiding environmental threats. For example, a tobacco company may seek ownership and increased control over suppliers through backward integration to overcome the lack of cash outlay which is required on the front end for raw tobacco (weakness) and high bargaining of suppliers power. (threat)

The Dust Veil Environmental Disaster of AD 536

The Dust Veil Environmental Disaster of AD 536 According to written records and supported by dendrochronology (tree ring) and archaeological evidence, for 12-18 months in AD 536-537, a thick, persistent dust veil or dry fog darkened the skies between Europe and Asia Minor. The climatic interruption brought by the thick, bluish fog extended as far east as China, where summer frosts and snow are mentioned in historical records; tree ring data from Mongolia and Siberia to Argentina and Chile reflect decreased growing records from 536 and the subsequent decade. The climatic effects of the dust veil brought decreased temperatures, drought, and food shortages throughout the affected regions: in Europe, two years later came the Justinian plague. The combination killed perhaps as much as 1/3 of the population of Europe; in China, the famine killed perhaps 80% of people in some regions; and in Scandinavia, the losses may have been as much as 75-90% of the population, as evidenced by the numbers of deserted villages and cemeteries. Historical Documentation The rediscovery of the AD 536 event was made during the 1980s by American geoscientists Stothers and Rampino, who searched classical sources for evidence of volcanic eruptions. Among their other findings, they noted several references to environmental disasters around the world between AD 536-538. Contemporary reports identified by Stothers and Rampino included Michael the Syrian, who wrote: [T]he sun became dark and its darkness lasted for one and a half years [...] Each day it shone for about four hours and still this light was only a feeble shadow [...] the fruits did not ripen and the wine tasted like sour grapes. John of Ephesus related much the same events. Prokopios, who lived in both Africa and Italy at the time, said: For the sun gave forth its light without brightness, like the moon, during this whole year, and it seemed exceedingly like the sun in eclipse, for the beams it shed were not clear nor such as it is accustomed to shed. An anonymous Syrian chronicler wrote: [T]he sun began to be darkened by day and the moon by night, while the ocean was tumultuous with spray, from the 24th of March in this year till the 24th of June in the following year... The following winter in Mesopotamia was so bad that from the large and unwonted quantity of snow the birds perished. A Summer Without Heat Cassiodorus, praetorian prefect of Italy at the time, wrote: so we have had a winter without storms, spring without mildness, summer without heat. John Lydos, in On Portents, writing from Constantinople, said: If the sun becomes dim because the air is dense from rising moisture- as happened in [536/537] for nearly a whole year [...] so that produce was destroyed because of the bad time- it predicts heavy trouble in Europe. In China, reports indicate that the star of Canopus could not be seen in as usual in the spring and fall equinoxes of 536, and the years AD 536-538 were marked by summer snows and frosts, drought and severe famine. In some parts of China, the weather was so severe that 70-80% of the people starved to death. Physical Evidence Tree rings show that 536 and the following ten years was a period of slow growth for Scandinavian pines, European oaks and even several North American species including bristlecone pine and foxtail; similar patterns of ring size decrease are also seen in trees in Mongolia and northern Siberia. But there seems to be something of a regional variation in the worst of the effects. 536 was a bad growing season in many parts of the world, but more generally, it was a part of a decade-long downturn in climate for the northern hemisphere, separate from the worst seasons by 3-7 years. For most reports in Europe and Eurasia, there is a drop in 536, followed by a recovery in 537-539, followed by a more serious plunge lasting perhaps as late as 550. In most cases the worst year for tree ring growth is 540; in Siberia 543, southern Chile 540, Argentina 540-548. AD 536 and the Viking Diaspora Archaeological evidence described by Grslund and Price shows that Scandinavia might have experienced the worst troubles. Almost 75% of villages were abandoned in parts of Sweden, and areas of southern Norway show a decrease in formal burials- indicating that haste was required in interments- up to 90-95%. Scandinavian narratives recount possible events that might be referring to 536. Snorri Sturlusons Edda includes a reference to Fimbulwinter, the great or mighty winter that served as a forewarning of Ragnarà ¶k, the destruction of the world and all of its inhabitants. First of all that a winter will come called Fimbulwinter. Then snow will drift from all directions. There will then be great frosts and keen winds. The sun will do no good. There will be three of these winters together and no summer between. Grslund and Price speculate that the social unrest and sharp agrarian decline and demographic disaster in Scandinavia may have been a primary catalyst for the Viking diaspora- when in the 9th century AD, young men left Scandinavia in droves  and sought to conquer new worlds.   Possible Causes Scholars are divided concerning what caused the dust veil: a violent volcanic eruption- or several (see Churakova et al.), a cometary impact, even a near miss by a large comet could have created a dust cloud made up of dust particles, smoke from fires and (if a volcanic eruption) sulfuric acid droplets such as that described. Such a cloud would reflect and/or absorb light, increasing the earths albedo and measurably decreasing the temperature. Sources Arrhenius B. 2012. Helgà ¶ in the shadow of the dust veil 536-37. Journal of Archaeology and Ancient History 2013(5).Arjava A. 2005. The Mystery Cloud of 536 CE in the Mediterranean Sources. Dumbarton Oaks Papers 59:73-94.Baillie M. 2007. The case for significant numbers of extraterrestrial impacts through the late Holocene. Journal of Quaternary Science 22(2):101-109. doi: 10.1002/jqs.1099Baillie MGL, and McAneney J. 2015. Tree ring. Climate 11(1):105-114. effects and ice core acidities clarify the volcanic record of the first millennium of the PastChurakova OV, Bryukhanova MV, Saurer M, Boettger T, Naurzbaev MM, Myglan VS, Vaganov EA, Hughes MK, and Siegwolf RTW. 2014. A cluster of stratospheric volcanic eruptions in the AD 530s recorded in Siberian tree rings. Global and Planetary Change 122:140-150.Engvild KC. 2003. A review of the risks of sudden global cooling and its effects on agriculture. Agricultural and Forest Meteorology 115(3–4):127-137. doi:10.1016/s0168-1923(02 )00253-8Grslund B, and Price N. 2012. Twilight of the gods? The ‘dust veil event’ of AD 536 in critical perspective. Antiquity 332:428-443. Larsen LB, Vinther BM, Briffa KR, Melvin TM, Clausen HB, Jones PD, Siggaard-Andersen M, Hammer CU, Eronen M, and Grudd H. 2008. New ice core evidence for a volcanic cause of the AD 536 dust veil. Geophysical Research Letters 35(4)Rigby E, Symonds M, and Ward-Thompson D. 2004. A comet impact in AD 536? Astronomy Geophysics 45(1):1.23-1.26

Understanding Parasocial Relationships with Celebs

Understanding Parasocial Relationships with Celebs Have you ever wondered what a movie character, a celebrity, or a TV personality would do, even when you’re not watching them on-screen? Have you felt close to a character or celebrity even though you’ve never met them in real life? If youve had one of these common experiences, youve experienced a parasocial relationship: an enduring relationship with a media figure. Key Terms Parasocial relationship: An ongoing, one-sided bond with a media figureParasocial interaction: An imagined interaction with a media figure during a discrete viewing situation Donald Horton and Richard Wohl first introduced the concept of parasocial relationships, along with the related idea of parasocial interaction, in the 1950s. Although the relationship is one-sided, it is psychologically similar to a real-life social relationship. Origins In their 1956 article, â€Å"Mass Communication and Para-Social Interaction: Observations on Intimacy at a distance,† Horton and Wohl described both parasocial relationships and parasocial interaction for the first time. They used the terms somewhat interchangeably, but mostly focused their exploration on the illusion of conversational give-and-take a media consumer experiences with a media figure while watching a TV show or listening to a radio program. This led to some conceptual confusion. Although a great deal of research has been done on parasocial phenomena, especially since the 1970s and 1980s, the most widely utilized scale in that research, the Parasocial Interaction Scale, combines questions about parasocial interactions and parasocial relationships. However, today, scholars generally agree the two concepts are related but different. Defining Parasocial Interactions and Relationships When a media consumer feels like they are interacting with a media figure- a celebrity, fictional character, radio host, or even a puppet- during a discrete viewing or listening scenario, they are experiencing a parasocial interaction. For example, if a viewer feels like they are hanging out at the Dunder-Mifflin office while watching the TV comedy The Office, they are engaging in a parasocial interaction. On the other hand, if the media user imagines a long-term bond with a media figure that extends outside the viewing or listening situation, it is considered a parasocial relationship.  The bond can be either positive or negative. For instance, if an individual adores the host of their local morning program and often thinks about and discusses the host as if he is one of their friends, that individual has a parasocial relationship with the host. Scholars have observed that parasocial interactions can lead to parasocial relationships, and parasocial relationships can strengthen parasocial interactions. This process resembles the way that spending time with a person in real-life can result in a friendship that then gets deeper and more committed when the individuals spend additional time together. Parasocial vs. Interpersonal Relationships Although the idea of parasocial relationships may seem unusual at first, it’s important to remember that for most media consumers, this is a perfectly normal and psychologically healthy reaction to encounters with on-screen individuals. Humans are wired to make social connections. Media did not exist through a majority of human evolution, and so when consumers are presented with a person or person-like individual via video or audio media, their brains respond as if they were engaging in a real-life social situation. This response does not mean that the individuals believe the interaction is real. Despite media consumers’ knowledge that the interaction is an illusion, however, their perception will cause them to react to the situation as if it were real. In fact, research has shown that the development, maintenance, and dissolution of a parasocial relationship is similar in many ways to real-life interpersonal relationships. For example, one study found that when television viewers perceive a favorite television performer as having an attractive personality and as being competent in their abilities, a parasocial relationship will develop. Surprisingly, physical attraction was found to be less important to the development of parasocial relationships, leading the researchers to conclude that television viewers prefer to develop relationships with television personalities they find socially attractive and who are attractive for their capabilities.  Ã‚   Another investigation assessed the way psychological commitments to a media figure led to the maintenance of parasocial relationships. Two different studies showed that for both fictional television characters, like Homer Simpson, and non-fictional television personas, like Oprah Winfrey, people were more committed to their parasocial relationship when (1) they felt satisfied watching the figure, (2) felt committed to continue watching the figure, and (3) felt that they didnt have good alternatives to the media figure. The researchers used a scale originally developed to assess interpersonal relationships to measure commitment to parasocial relationships, demonstrating that theories and measures of interpersonal relationships can be successfully applied to parasocial relationships. Finally, research has demonstrated that media consumers can experience parasocial breakups when a parasocial relationship ends. This can happen for a number of reasons, such as a television or movie series coming to an end, a character leaving a show, or a media consumer deciding to no longer watch or listen to a show where a character or personality appears. For example, a 2006 study examined how viewers reacted when the popular TV sitcom Friends ended its broadcast run. The researchers found that the more intense the viewers’ parasocial relationships with the characters, the greater the viewers’ distress when the show ended. The pattern of loss Friends fans exhibited was similar to that displayed by those who have lost a real-life relationship, although the emotions were less intense overall. Of course, while this research demonstrates the similarities between parasocial and interpersonal relationships, there are also important distinctions. A parasocial relationship is always mediated and one-sided, with no opportunity for mutual give-and-take. People can engage in as many parasocial relationships as they want and and can break them off whenever they choose without consequence. In addition, parasocial relationships can be shared with family members and friends without jealousy. In fact, discussing a mutual parasocial relationship can actually strengthen the bond in a real-life social relationship. Parasocial Bonds in the Digital Age While much of work involving parasocial phenomena has centered on parasocial bonds with radio, movie, and especially television characters and personalities, digital technology has introduced a new medium through which parasocial relationships can be developed, maintained, and even strengthened. For example, a researcher examined the way fans of the boy band New Kids on the Block maintained their parasocial relationships with the band members by posting to the band’s website. The analysis was conducted following the announcement of the band’s reunion after a 14-year break. On the website, fans expressed their continued devotion to the band, their affection towards its members, and their desire to see the band again. They also shared stories about how the band had helped them in their own lives. Thus, computer-mediated communication assisted fans in their parasocial relationship maintenance. Before the dawn of the internet, people could write fan letters to achieve a similar experience, but the researcher observed that online communication appeared to make fans feel closer to media figures, and that this could make the disclosure of personal feelings and anecdotes more likely.  Ã‚   It stands to reason, then, that social networks like Facebook and Twitter would make an even more substantial contribution to the maintenance of parasocial relationships. Celebrities appear to write and share their own messages with fans on these sites, and fans can respond to their messages, creating the potential for fans to develop even greater feelings of intimacy with media figures. So far, minimal research has been conducted on the way these technological developments impact parasocial relationships, but the topic is ripe for future research. Sources Branch, Sara E., Kari M. Wilson, and Christopher R. Agnew. â€Å"Committed to Oprah, Homer, and House: Using the Investment Model to Understand Parasocial Relationships.† Psychology of Popular Media Culture, vol. 2, no. 2, 2013, pp. 96-109, http://dx.doi.org/10.1037/a0030938Dibble, Jayson L., Tilo Hartmann, and Sarah F. Rosaen. â€Å"Parasocial interaction and Parasocial Relationship: Conceptual Clarification and a Critical Assessment of Measures.† Human Communication Research, vol. 42, no. 1, 2016, pp. 21-44, https://doi.org/10.1111/hcre.12063  Eyal, Keren, and Jonathan Cohen. â€Å"When Good Friends Say Goodbye: A Parasocial Breakup Study.† Journal of Broadcasting Electronic Media, vol. 50, no. 3, 2006, pp. 502-523, https://doi.org/10.1207/s15506878jobem5003_9Giles, David, C. â€Å"Parasocial Interaction: A Review of the Literature and a Model for Future Research.† Media Psychology, vol. 4, no. 3., 2002, pp. 279-305, https://doi.org/10.1207/S1532785XM EP0403_04Horton, Donald, and R. Richard Wohl. â€Å"Mass Communication and Parasocial Interaction: Observation of Intimacy at a Distance.† Psychiatry, vol. 19, no. 3, 1956, pp. 215-229, https://doi.org/10.1080/00332747.1956.11023049 Hu, Mu. â€Å"The influence of a scandal on parasocial relationship, parasocial interaction, and parsocial breakup.† Psychology of Popular Media Culture, vol. 5, no. 3, 2016, pp. 217-231, http://dx.doi.org/10.1037/ppm0000068Rubin, Alan M., Elizabeth M. Perse, and Robert A. Powell. â€Å"Loneliness, parasocial interaction, and local television news viewing.† Human Communication Research, vol. 12, no. 2, 1985, pp. 155-180, https://doi.org/10.1111/j.1468-2958.1985.tb00071.xRubin, Rebecca B., and Michael P. McHugh. â€Å"Development of Parasocial Interaction Relationships.† Journal of Broadcasting Electronic Media, vol. 31, no. 3, 1987, pp. 279-292, https://doi.org/10.1080/08838158709386664Sanderson, James. â€Å"’You Are All Loved So Much:’ Exploring Relational Maintenance Within the Context of Parasocial Relationships.† Journal of Media Psychology, vol. 21, no. 4, 2009, pp. 171-182, https://doi.org/10.1027/1864-1105.21.4.171

Alcoholism with aging Essay Example | Topics and Well Written Essays - 1500 words

Alcoholism with aging - Essay Example The increase in diseases such as diabetes, hypertension, and stroke among the aged in the population raises attention interest among researchers. The aged in the society refers to the citizens of sixty-five years and above, and these are mostly the retired members of the society. Researchers gain interest in the health of the aged so that they can determine the causes of the diseases and methods of treatment. Research indicates that the diseases that adults suffer from mostly arise as a result of heavy consumption of alcohol (Rigler, 2000). This means that at least one out of every ten members of the retired group suffers a certain disease because of consuming alcohol (Mellinger, 2002). The findings of these researches continue to reveal facts, which need to be studied further to help in determining a solution that may reduce or prevent this predicament. The abuse of drugs such as alcohol, cocaine, and heroine was said to be common among the youths until the twentieth century when investigation was carried out in this field. The investigations indicated that the youths consume more alcohol than adults in terms of quantity, but the undesirable consequences of the behavior are more among the aged. This means that even the little quantities of alcohol may cause serious health damages among the elderly in the society. This phenomenon arises because the bodies of the elderly are more sensitive than those of the youths. The sensitivity arises from the wearing out of the adipose tissues, muscles, and cells. The adipose tissues also increase because of the reduction of water in the body; while muscles reduce as fat deposits enlarge in the body (Merrick, Horgan, & Hodkin, 2008). The health effects of alcohol consumption differ between men and women because of the biological differences in their bodies. The effects also differ because of the variation in drinking patterns with men being the more vulnerable than

Differentiated Instruction Research Paper Example | Topics and Well Written Essays - 2000 words

Differentiated Instruction - Research Paper Example They can, therefore, assist in forming the basis on which professionalism exists, and work toward benefitting everyone. Many areas in the world today, need professional development. Professional development assists the organizations attain credibility and maintain a stand in the global market. This paper will examine one such area, and the implementations that help it get there. Professional development in the learning environment is an issue that affects many learning institutions, in present time. Teachers are a fundamental aspect in the learning sector. They form the basis by which many students and learners get the professional assistance they need. Teacher leaders are often looked for to bring order to the current learning environment. They work toward preparing everyone in and out of this environment on how to better themselves while learning. Their place in society dictates that their focus should be placed on both the learner, and their fellow teachers. In terms of educationa l activity, they are meant to steer the learning environment toward achieving the goals and objectives set (Bista & Glasman, 1998). It is this professionalism that promotes the learning environment into what the world expects to have. ... In order to have these objectives achieved, it is vital to know the task of teacher leaders in society, and the learning environment (Gregory, 2003). Their plans and ideas form the foundation on which interest groups relate with one another, and how well and fast they come together to achieve the common goal. One of the central purposes of the professional development plan is to bring out changes in how things operate. Learners need competent and effective teachers. Through the plan, the manner in which teachers are recruited, evaluated, and compensated will determine if learners get a competent and consistent teacher. This may form the grounds on which education facilitators reach out to their learners, and prepare them for the road ahead. This public sector needs to incorporate the learning environment to involve more people than just the learner and the teacher. By doing this, it is likely to have many other sectors replicate what is being done to better their current situations, and attain higher heights (Gregory, 2003). Another objective is to apply all the recommendations in a systematic manner. To do this, teacher leaders and all stakeholders must form a solid unit (Gonzalez & Lambert, 2001). It is not practical to have issues being implemented from every corner, and without caution to the repercussions. Teacher leaders should be more involved in the decision-making process. They must be present whenever decisions are being implemented. This is to agree or disagree with those that work, or do not work in their favor. If such an objective is achieved, teachers and all stakeholders can take accountability for all the actions that occur in the learning environment. This is with the decision-making

Dmitri Ivanovich Mendeleev :: Essays Papers

Dmitri Ivanovich Mendeleev Dmitri Mendeleev was one of the most famous modern-day scientists of all time who contributed greatly to the world’s fields of science, technology, and politics. He helped modernize the world and set it farther ahead into the future. Mendeleev also made studying chemistry easier, by creating a table with the elements and the atomic weights of them put in order by their properties. Dmitri Ivanovich Mendeleev was born in Tobolsk, Siberia, on February 7, 1834. The blonde-haired, blue-eyed boy was the son of Maria Dmitrievna Korniliev and Ivan Pavlovitch Mendeleev and the youngest of 14 children. Dmitri’s father, Ivan died when Dmitri was still very young and Dmitri’s mother, Maria was left to support her large family. Maria needed money to support all her children, so she took over managing her family’s glass factory in Aremziansk. The family had to pack up and move there. Maria favored Dmitri because he was the youngest child and started saving money to put him through college when he had still been quite young. As a child, Dmitri spent many hours in his mother’s factory talking to the workers. The chemist there taught him about the concepts behind glass making and the glass blower taught him about the art of glass making. Another large influence in Dmitri’s life had been his sister, Olga’s, husband, Bessargin. Bessargin had been banished to Siberia because of his political beliefs as a Russian Decembrist, (Decembrists, or Dekabrists as they were known in Russia, were a group of literary men who led a revolution in Russia in 1825.), so he spent most of his time teaching Dmitri the science of the day. From these people, Dmitri grew up with three key thoughts: â€Å"Everything in the world is science,† from Bessargin. â€Å"Everything in the world is art,† from Timofei the glass blower. â€Å"Everything in the world is love,† from Maria his mother. (Dictionary of Scientific Biography. p. 291.) As Dmitri grew older, it became apparent to everyone that Dmitri understood complex topics better than others did. When Dmitri turned 14 and entered school in Tobolsk, a second major family tragedy occurred-his mother’s glass factory burned down to the ground. The family had no money to rebuild the factory, except for the money that Dmitri’s mother had saved for him to attend a university.

Elementary Education Effectiveness

In the State of Mississippi there are 149 school districts; of those districts, one-hundred forty-five are accredited, three are on probation and four are under advisement. Mississippi consists of 437 elementary schools, 178 middle, 184 high schools and sixty combination elementary and secondary schools (MS Dept. of Education, 2005). In 2002, the No Child Left Behind Act of 2001 was signed, mandating all Title I schools to be held accountable for the success of their students. Under this act; States must define minimum levels of improvement as measured by standardized tests chosen by the state.AYP targets must be set for overall achievement and for subgroups, economically disadvantaged students, limited English proficient (LEP) students and students with disabilities (2001). If a school fails to meet the above mentioned criteria a series of consequences follow. Once a school is labeled â€Å"in need of improvement†, the label remains until improvements are made and the require d achievement status is fulfilled for two consecutive years. If the school fails two years consecutively, the consequences become more severe. (Great Schools, 2006) Schools â€Å"in need of improvement† consequences:†¢ After two years of â€Å"in need of improvement† status, transfer options to a non-in need school within the district must be given to students. †¢ Three years of failed AYP the school must provide supplemental services such as tutoring as well as transfer options. †¢ Four consecutive years of failed AYP requires the school to implement one of the following: replace school staff, implement new curriculum, decrease authority of school level administration, appoint outside experts to advise the school, extended school year/day, restructure internal organization of school.This along with transfer and supplemental options. †¢ After five consecutive years of failing AYP the district must plan the restructuring of the school. These plans mu st include one of the following: reopen school as public charter school, replace all or most staff including principal, enter contract to have outside entity run school or arrange for the state to take over school operations. †¢ Six consecutive years of AYP failure requires implementing the previous years plan (Great Schools, online database). The delta region of Mississippi is considered the poorest areas in the state.It has been called the â€Å"Third World Country in America† (Mississippi Delta Report, 2001). The Mississippi Curriculum Test (MCT) is used to measure student mastery of skills and content for elementary grades two through eight, as outlined in the Mississippi Curriculum Frameworks (MS Dept. of Education, 2003). The Mississippi Board of Education identifies eight priorities necessary for improving student achievement; these priorities are: reading, early literacy, student achievement, leadership, safe/orderly schools, technology, and parent/community invo lvement (2003).Several strategies have been suggested to improve the performances of Mississippi schools; such as creating a more challenging curriculum, creating smaller classes, and increasing parental involvement (MS Dept. of Education, 2005). In 2002, â€Å"Reading First was passed into law by a bipartisan majority of Congress under the No Child Left Behind Act of 2001† (2002). Mississippi was given an eleven million dollar grant which would be used to: †¦help districts and schools improve student achievement in reading through the application of scientifically based reading research.Reading First will help States, districts and schools apply this research – and the proven instructional and assessment tools consistent with this research – to ensure that all children can read at grade level or above by the end of third grade (2002). Reading First had four priorities which included; 1) raising the caliber and quality of classroom instruction, 2) basing in struction on scientifically proven methods, 3) providing professional training for educators in reading instruction and 4) supplying substantial resources to support the unprecedented initiative.With the passing of this program several techniques have been implemented in the hopes of improving reading performances of Mississippi students. The following study, particularly the literature review will investigate existing strategies and the effectiveness of each. Several theories have been examined over the years in hopes of finding an effective strategy to improve student achievement. The teaching theory used as a basis for this study is the Measurement Theory, this theory represents teaching and achievement based on standardized tests and results.Statement of the Problem Mississippi consists of four-hundred and eighty-six thousand people living in poverty; ten percent of children belong to families that are not able to meet their needs (2005). Recent statistics show that those living in poverty are fifty-one percent African American and approximately forty-seven percent Caucasian (2005). Research has shown that the socioeconomic status of students influence the degree of success they will experience. (Donahue &Grigg, 2003) Mississippi has varying degrees of reading proficiency among school districts.In the 2003-2004 school year, six districts, consisting of one elementary school, five middle schools and one high school, were identified as â€Å"in need for improvement†, based on the reading and math proficiency of its students. For the purpose of this study, only schools reflecting a lack in reading proficiency will be discussed. The U. S. Secretary of Education, Margaret Spelling announced in a November 2005 press release, â€Å"Eighty percent of the fastest-growing jobs require at least some post secondary education.Yet far too many students are leaving high school unprepared for college†. Improved student achievement can provide students better preparation for college, thus closing the achievement gap. Low socioeconomic schools, although improving, are still behind the majority of middle-to-upper class schools in America (Donahue & Grigg, 2003). There are several factors to consider when looking at closing the achievement gap found in low socioeconomic schools.One factor is that â€Å"young, low-income and minority children are more likely to start school without having gained important school readiness skills, such as recognizing letters and counting† (2003). As Donahue and Grigg’s report showed, when students start school already behind others, they are likely to continue such patterns if not addressed early on. Existing studies demonstrate the problems researchers are having addressing literacy issues early on in a students academic career.Researches are trying to find appropriate strategies to combat the achievement gap with many variables which will be discussed further in detail, in the following study . Purpose of the Study The following is a detailed investigation into possible explanations of varying degrees of reading achievement found in Mississippi and what can be done to maintain a higher overall proficiency in reading among Mississippi students, while satisfying the requirements of the No Child Left Behind Act of 2001.Many schools have chosen to implement a â€Å"school-wide approach† to closing the achievement gap; however, when dealing with schools consisting primarily of low-income students, there are other factors to consider when choosing a strategy. The proposed study will focus on improving reading skills in high-poverty schools found in Mississippi by comparing different techniques widely used and creating a more targeted strategy for low-income students. When deciding on an appropriate strategy for improving reading comprehension there are a few factors one must consider.The following questions will outline the factors to be researched in this study. Resear ch Questions 1. What impact does social economic status have on the achievement gaps found in the State of Mississippi? 2. What are the contributing factors found in Mississippi schools that are demonstrating low reading scores among economically disadvantaged students? 3. Are there high-poverty schools in Mississippi which demonstrate positive improvements in reading scores? What are the strategies used? 4. How does implementing Theory into Practice (TIP) encourage positive student achievement in disadvantaged schools?Hypothesis To affectively close low socioeconomic achievement gaps in reading, strong emphasis on establishing proficient reading ability should be made in elementary school. Nature of the Study The research conducted in this study will be an investigation of existing literature regarding techniques used in improving reading skills, exemplary schools demonstrating such techniques and finally, a suggested strategy to use when applying research to low socioeconomic scho ols with low reading proficiency found in Mississippi school districts.Significance of the Study The significance of this study is that by identifying factors contributing to the achievement gap found in low socioeconomic school districts, as well as investigating into existing programs that have had a positive influence on reading performance scores in other high-poverty schools is that, school administrators and policy makers will have a better basis in which to improve upon existing programs and interventions that would be more financially attainable than starting new programs.The high cost of starting new programs such as; creating new assessment strategies, providing more staff and researchers as well as other costly planning and implementing variables, often times are not practical for low-economic schools. While children of today are growing up in a world where data are being revealed at an alarming rate and knowledge is simply a click away, reading plays an increasingly cruc ial role in society (Topping & Paul, 1999).The ability to read is not only fundamental for understanding and mastery of every school subject students will encounter, but literacy also plays a critical and crucial role in students' social and economic lives (Snow, Bums, & Griffin, 1998). As a result, no other factor will have a greater impact on the success of students in Mississippi than their ability to read.With such an emphasis placed on the importance of reading achievement, educational leaders must clearly articulate the expectation that all students can become successful readers, while providing the most effective strategies and opportunities for students to succeed in reading and adopt lifelong reading practices. (Okpala, et al. , 2001) Definitions of Terms Action Team for Partnership- This partnership is also known as a School Improvement Team or a School Council.Although the ATP members oversee the school's partnership program, other teachers, parents, students, administrat ors, and community members also may lead family and community involvement activities (ATP website). Adequate Yearly Progress- AYP requires that schools hold the same high standards for all their students; regardless of racial or ethnic background, socioeconomic status and English proficiencyCore Academic Subjects- These subjects include: English, language arts and reading, arts, civics, government and history, mathematics and science, foreign languages, as well as, economics and geography. Elementary School- a nonprofit institution which includes, public school, day or residential school and elementary charter schools which State law mandated elementary education.Family Literacy Services – The services provided to participants on a voluntary basis that foster a positive change in families. These changes include, providing families with interactive activities between parents and child concerning literacy, teaching parents to take an active role in their children’s educa tion, teaching self-sufficiency by providing parental literacy training, and providing education to children which is age-appropriate and prepares them for school and life experiences.Highly Qualified (in reference to public elementary or secondary school teacher) – A highly qualified teacher will possess a State certification for teaching or holds a license to teach in a particular state due to passing the State exam and is employed in a teaching position after meeting all required testing, training and educational requirements satisfactory to the State, district and school regulations. Mentoring- A responsible elder who provides positive leadership and guidance to a child as a positive role model in that child’s life. A mentor mission is to help a child to one day become a responsible adult.Minority- a group of students which do not demonstrate the majority’s characteristics, such as socioeconomic status, ethnic background or other key characteristics. Other S taff- staff found within an institution such as personnel, guidance counselors, and administration and teachers aides. Limitations In her 2005 press release Secretary Spelling said, â€Å"we all hear a lot of stories about why schools are missing Adequate Yearly Progress, but we don’t hear much about how thousands of other schools are making it and closing the achievement gap†.This study is limited by location; its main concentration being primarily on Mississippi schools, programs and outcomes. The primary research method is investigating existing literature, as such; there is substantial literature on the failures of many schools trying to improve student achievement; however there is very little literature depicting success. One other limitation to consider is that this study focuses on reading proficiency; however; to get the most accurate depiction of a schools success is to consider all core academic subjects. Chapter TwoThe following literature focuses on how sc hools in the Mississippi School district and nationwide are implementing school improvement plans and closing the achievement gap. In School Improvement and Closing the Achievement Gap Report 2003-2004 the accountability of Mississippi Schools past and present is discussed (2004) and Craig Jerald, author of Dispelling the Myth discusses how nationwide high poverty, high minority schools have high achieving students (2001). Both reports will be discussed here. The researcher wanted to know how many high-poverty and high minority schools nationwide have high student performance.The study used the Education Trust Database to identify certain criteria. Over 4500 schools were analyzed. Each meeting the criteria set and performing well above the expectation (2001). Both papers discuss the achievement gap, more importantly they reported the areas of greatest improvement. The Achievement Gap Report (2004) focused on the Mississippi school districts. It gave an accountability report on those school districts that have been struggling, as well as providing a strategic outline to close the gap. Specific schools were used as models of for improving test scores.Dispelling the Myth (Jerald, 2001) focused on school districts nation wide. Although no reasons for poor school performance were given, the author did state that none of the schools were magnet schools. This report showed that most schools with high poverty, high minority students live in urban areas (2001). However, the more recently published Achievement Gap Report (2004) reported that some of the poorest schools are in rural areas. Dispelling the Myth (2001) looked at specific criteria for the study, whereas, the Achievement Gap Report (2004) did not.Both studies failed to look at specific schools and detail specific strategies used in improving the achievement gap. The Mississippi Achievement Gap Report (2004) plan made suggestions on how schools can improve, but a greater detail is needed to truly understand wh at each school did to improve scores. Model schools or a model program can be established based on greater research. Socioeconomic Influence Literature regarding reading programs was of most interest for this study. Several scientific journals addressed factors of low socioeconomic status and under achievement.The achievement gap found amongst low-income students was addressed in Education: The State We’re In (Donahue & Griggs, 2003). Substantial information was given on the obstacles facing high-poverty youth today. Reading proficiency among elementary school students of low-income families are at a disadvantage (2003). When studying low-income fourth graders, the author found that in 2003, across the nation, only fifteen percent are proficient in reading. The authors also demonstrated that the majority of low-income students read about three grades behind non-poor students (2003).Proficiency differences among races were briefly discussed; Similar disparities exist between w hite students and students of color; 39% of white 4th graders can read at the proficient level compared to only 12 % of African-American students and 14% of Latinos. Overall, about three in ten fourth graders can read proficiently, and this in itself is cause for concern. (2003) Parental Involvement, Instructional Expenditures, Family Socioeconomic Attributes, and Student Achievement (Okpala, et al, 2001).Parental involvement is a commonly discussed approach to establishing higher student achievement. A study done in North Carolina was based on three factors; (a) Instructional supplies expenditures will affect academic achievement positively; (b) the SES of students in a given school, measured by the percentage of students that participate in free/reduced-price lunch programs, will affect student achievement negatively; and (c) parental involvement that is measured by parental volunteer hours per 100 students will influence student achievement positively.These factors were beneficia l in understanding the SES influence on successful reading programs. These factors and the results of this particular study will be investigated further throughout this study. Implementing Change A very brief but informative piece, Evidence from Project Star About Class Size and Student Achievement (Folgers & Breda, 1989) addressed three specific questions to ask oneself when considering changing programs. The three questions were; 1) How effective will the change be? 2) How much will it cost and 3) what are the problems of implementation?(1989) All three of these questions were found to be valuable when assessing existing programs, as well as when considering the necessary factors when looking to improve upon them. The Gallup Poll (1989 Survey) was reported to have an overwhelming approval from parents when asked about reducing class size. The problem with this strategy is that â€Å"reducing class size substantially is very costly† (1989). A widely researched program invest igated during this study was the Accelerated Reader Program. One report (Melton, et. al. , 2004) demonstrated the uses and results of the AR program.By definition the Accelerated Readers program is â€Å"†¦a learning information system designed to heighten student interest in literature and to help teacher manage literature-based reading (McKnight, 1992). This study was particularly significant because it was conducted in two Jackson, Mississippi elementary schools. There has been extensive coverage of the AR program. A 2004 study compared the reading achievement growth of fifth graders following a year of participation in the AR program with other fifth graders who did not participate.The results demonstrated that students in the AR program actually scored significantly lower than non-participants. Although many studies show little to no benefits from the AR program, the program has provided a few guidelines; such guidelines include, 1) Engage students in large amount of read ing practice with authentic material 2) students should read at their own individual reading level, and 3) student incentives such as ribbons or extra recess improves the odds of a students success.By using computer technology, teachers can use the AR program to assess students reading level and invite and motivate students to read material they find interesting (Vollands, et al. , 1999). Students are given a choice of books suited to their particular reading level. Random multiple choice tests are given to test students’ comprehension of the material. In a National Institute of Child Health and Human Development (Dept. of Education) evaluation, AR programs and other computerized reading programs were reviewed (Chenowith, 2001).The lack of research on evaluated programs ability to produce long-term gains in reading achievement caused the National Institute to determine the AR programs did not meet standards (2001). Common complaints of the AR program include, 1) when the prog ram ended, participating students went back to reading less than before participating 2) the AR program limited the choice of books available to a student because certain books that were not accompanied by an AR test were not valid (Chenowith, 2001) and 3) AR encourages children to read for the wrong reasons, for example to win a prize (Carter, 1996).However, as Chenowith (2001) noted, many parents responded to the latter, that it did not matter why students read, as long as they were in fact reading. Topping and Paul (1999) found that with the proper educator training on the AR program, the odds of successful student achievement with the program will improve. Students already in at risk in reading before the AR program will gain positive results when AR is implemented (Vollands, Topping and Evans, 1999). â€Å"Many elementary schools have adopted programs which encourage authentic reading time and aid in the development of reading skills for life (Melton, et al., 2004). However, l ittle research has been conducted on individual, less costly programs (2004). When studying the effects of the AR program on African American students and white students in Mississippi, black students scored lower (2004). High School Statistics as a Basis for Increased Beginner Learning Although not the primary focus of this study, it is important to understand the future of elementary students by looking into current graduates predicaments.Over the last twenty years, there have been dramatic increases in high school promotion; as well as, in graduation requirements. Most recently, states and districts, such as Mississippi, have begun implementing graduation and end-of-course exams (Committee for Economic Development, 2000). Some critics have noted that the rise in standards and high-stakes tests will be unfair to students who have attended poorly resourced schools (Achieve, 2000). However, this problem has been met by offering extra help and supportive services to the students of t he disadvantaged schools (2001).One of the most common support methods has been to offer disadvantaged students more time; such as summer school, adding an extra year to their high school education and transition programs to ensure students can fulfill high school requirements (2001). Little progress has been made in developing a better curriculum and instructional support to aid in the acceleration of learning for disadvantaged high school (Balfanz, et al. , 2002). Some high schools have implemented a whole school reform by creating catch-up courses and district wide special prep courses (2002).These reforms have not been thoroughly evaluated because their infancy; using small, formative studies, thus little is known about the feasibility and rapidity of student acceleration in disadvantaged high schools. This study aims at taking the first step to in understanding the elementary school learning needs and providing appropriate teaching techniques for each schools situation; by repo rting on the initial results and impacts of the Talent Development High Schools (TDHS) ninth grade instructional program in reading and mathematics.The study involves several cities and multiple high-poverty, non-selective high schools within each city. Academic Models of Recognition Piney Woods School in Piney Woods, Mississippi has programs that should be viewed as national models. Although a private school, its strategies for success are practical and successful. The predominantly African American school is known for changing the lives of low-income students by having them â€Å"complete a rigid diet of reading, writing, math, science and foreign language† (Wooster, et al.2001). While requiring students work ten hours a week in order to teach them responsibility, Piney Woods School gives students a sense of unity and tough love. The programs implemented are; Writing Across the Curriculum, which trains freshman and sophomores’ in basic composition skills; Always Reac hing Upward, a peer tutoring program which pairs under achievers with high achievers and Save the Males, a tutoring, mentoring and special male focused groups that facilitate responsibility and self confidence.The results are phenomenal with a ninety five percentage rate of students going on to college after graduation and the other five percent going into military services. Analysis of existing achievement data in high-poverty high schools provides two conclusions. First, students who attend high-poverty high schools are typically performing below national norms and are dramatically short of the performance benchmarks employed to measure academic success.An analysis conducted by Education Week (1998) indicates, for example, that students entering high school in the majority of large cities are often found to be two or more years below grade level (Quality Counts ’98, 1998). In Philadelphia, for instance, seventeen percent of high school students attend one of twenty-two non- selective neighborhood schools (Neild & Balfanz, 2001); and approximately half of these students are reading below the fifth or sixth grade level. A quarter of these students are reading at the seventh or eighth grade level.Approximately one in four students attending a nonselective high school in Philadelphia read at grade level. In eight of the non-selective neighborhood schools in Philadelphia, a little over two thirds of first-time ninth graders are performing below the seventh grade level in both reading and mathematics (Neild & Balfanz, 2001). One important conclusion that can be drawn from this data is that in many non-selective urban schools students need accelerated learning opportunities.A second conclusion is that the current level of academic performance in disadvantaged high schools can lead to multiple negative consequences for students and society. It is too early to accurately gauge the impact of the high-stakes; standards based graduation tests and dropout rates of students entering high school with weak academic skills (Bishop & Mane, 2000; Hauser, 2001). Existing data from metropolitan cities such as Chicago (Roderick & Camburn, 1999) and Philadelphia, however, demonstrates a link between poor academic preparation and course failure; as well as the retention of many high-poverty students.Course failure and retention in the ninth grade has caused a high amount of high school drop outs. Forty-three percent of first-time freshmen in Philadelphia entering ninth grade with below seventh grade math and reading skills were not promoted to the tenth grade (Neild & Balfanz, 2001); in comparison to the eighteen percent of students entering ninth grade with math and reading skills above the seventh grade level. Student skills below grade level requirements result in retention, poor attendance, and course failure.First-time freshmen who were not promoted to the tenth grade had a dropout rate of nearly sixty percent when compared to a twelve percent drop out rate for students who were promoted (Neild, Stoner-Eby, & Furstenberg, 2001). The individual and social consequences of dropping out of high school are considerable. The Committee for Economic Development (2000) has documented the economic returns to advanced education. Non-promotion has become the norm in approximately two hundred-fifty to three hundred high schools, in thirty-five major cities in the United States (Balfanz & Legters, 2001).Sixty percent of the population in these public high schools is African American and Latino students in (2001). The United States Department of Education expresses the importance of raising graduation requirements and standards; therefore it is essential to the success of future high school students, that a means of improving reading proficiency is achieved. Contributing Factors to Student Achievement In 2001, the No Child Left Behind Act placed even stronger responsibility on states to raise student performance.As a result of these account ability standards, states must now administer standardized tests to â€Å"measure adequate yearly progress† of all students (2001). They face costly federal mandates and must submit comprehensive plans. The federal law also focuses on narrowing the achievement gap between races. It requires that states monitor the performance of racial and economic subgroups and undertake corrective action in failing schools (Wong, 2004). †¦states are implementing policies that provide incentives to attract and retain teachers and increase student performance.Incentives are helping states recruit new teachers into the work force, attract persons from outside education, retain teachers in the classroom and support accountability programs that focus on school-by-school efforts to boost student achievement (Cornett and Gaines, 2002). Researchers examining student performance consistently find that one of the most important influences on student achievement is socioeconomic status (SES) of s tudents. These findings give little comfort to educators in economically disadvantaged schools who are facing heavy pressure to improve performance and close the gap between minority and white students.Yet Verstegen and King (1998) claim that a growing body of research is using better databases and more sophisticated methodological strategies to provide evidence that school policies can make a positive difference in student outcomes. They also emphasize that resource patterns that optimize performance in one setting do not necessary work in others. Encouraged by this line of thinking, the researcher will investigate factors that may explain the differences in performances in schools that share a common socioeconomic context.Are there choices made by policymakers and administrators in economically disadvantaged schools that spark significant improvements in performance in these schools? In this study, the researcher will assume the significance of SES or â€Å"input† factors i n explaining achievement, and the researcher considers the impact of other factors over which schools have some control. Impact of Process Variables Although the statistical models will include measures for SES (percent of economically disadvantaged students and percent white students), the focus will be on process variables.The latter include those variables that school systems more or less control. The researcher categorizes these variables into three general areas: 1) school class size 2) school policies and 3) proven effective programs to increase student reading proficiency. One of the most controversial characteristics of schools is the amount of students per teacher (FTE). Production function research on the effects of school size has been inconclusive, and both sides have their advocates. Supporters of small schools contend that students get more attention, school governance is simpler, and teachers and administrators are more accessible to parents.Noguera (2002) states that in high schools where the majority of low-income students of color are achieving at high levels the one common characteristic is the small size of the schools. Lee and Burkam found that students are less likely to drop out of schools with fewer than 1,500 students (2003). However, others argue that large schools are able to offer students a wider range of educational offerings and services (â€Å"Still Stumped,† 2002). Recent research indicates that the effects of school size may depend on the SES of students.Findings show consistently that the relationship between achievement and socioeconomic status was substantially weaker in smaller schools than larger schools, that is, students from impoverished communities are much more likely to benefit from smaller schools. On the other hand, a positive relationship exists between larger schools and the output measures of affluent students (Lee and Smith, 1996; Howley and Bickel, 1999). Because this study will examine the performance of economically disadvantaged students, the researcher expects to find a negative relationship between school size and achievement scores.That is, the larger the school, the less likely students are to achieve on standardized tests. The relationship between class size and positive student achievement is another relationship that has been closely studied. In 2000, Congress allocated $1. 3 billion for class size reduction as a provision of the Elementary and Secondary Education Act (ESEA) (Johnson, 2002). Most of the studies that examine the effect of class size on student performance have focused on primary schools.One of the largest and most scientifically rigorous experiments was the 1985, Tennessee’s Student Achievement Ratio (STAR) study. The STAR project provides compelling evidence that smaller classes can improve student achievement, especially in primary schools, which could have lasting effects (1985). The four year longitudinal study focused on classes in Tennessee and consisted of grades kindergarten through third. Classes of thirteen to seventeen students were compared to classes of twenty-two to twenty-six students; of the total classes, some had just one teacher and some had a teacher and aid.Phase one included over three hundred classes and a total of 6500 students (1985). The result after four years was positive support for the reduction of classroom sizes which proved to have positive effects on student achievement. Some critics have pointed out the limitations of project STAR (Vinson, 2002). A couple of limitations listed in a report by Tony Vinson in 2002 were: 1) limiting sample of certain cultural groups 2) schools volunteered to participate in the study, suggesting they had motivation to use innovative teaching practices.In 1996, Mostellar, a statistician, reported; â€Å"the Tennessee Class Size study demonstrates convincingly that student achievement is better in small K-3 classes and the effect continues later in regular-sized classes (1996). In a follow-up study, Nye, Hedges and Kontantopoulos (1999) found that students of smaller class size continued showing significant advantages over students of regular-sized classes, throughout school, to graduation. These students demonstrated higher grades, took more challenging classes, had better graduation rates and were more likely to go on to college (Vinson, 2002).Wisconsin’s Student Achievement Guarantee in Education (Vinson, 2002), began in the 1996-1997 school year and was expanded in 1998-1999 and again in 2000-2001 (Wisconsin Dept. of Public Instruction). The objective of the program is to improve student achievement through the implementation of four school improvement strategies: class sizes no more than 15:1 in grades K-3; increased collaboration between schools and their communities; implementation of a rigorous curriculum focusing on academic achievement; and improving professional development and staff evaluation practices.Schools in SAGE ha ve renewable 5-year contracts with the state and get state aid equal to $2,000 for each low-income child in the grades served by the program. During 2005-06 495 schools participated in SAGE (up from 30 when the program began). Just over 93,000 K-3 pupils were served. State funding, which was $4. 5 M in 96-97 will be $98. 6 M in 2006-07. A few districts are also benefiting from a state categorical aid program created in 1999 to help schools pay debt service on the cost of new classrooms built to accommodate SAGE (DPI).The SAGE program in partnership with John Hopkins University of Baltimore Maryland, invites, states or districts to become members in improving the student achievement in the potential members’ schools. Through the National Network of Partnership Schools, SAGE and others in the network will work states, districts and other educational organization members to form an Action Team for Partnership plan. Members follow the Six Types of Involvement format (NNPS online) . Five years of NNPS surveys and result focused studies on member schools’ progress has been reported (2005).NNPS uses research results to develop practical tools, materials, and guidelines for schools and school districts. Presently, over 1000 schools, 100 districts, and 17 state departments of education are working with NNPS to use research-based approaches to establish and strengthen their programs of school, family, and community partnerships (2005). It is suggested that incorporating the following elements create better programs and outreaching to parents of the students and increased parental involvement (2005). 1. Leadership 2. Teamwork 3.Action plans 4. Implementation of plans 5. Funding 6. Collegial support 7. Evaluation 8. Networking Results from longitudinal studies showed that â€Å" a review of literature on family involvement with students on reading, indicated that, across the grades, subject specific interventions to involve families in reading and related la nguage arts, positively affected students’ reading skills and scores (Sheldon & Epstein, 2005b). The original SAGE pilot program research involved participants of which fifty percent were below the poverty level (Vinson, 2002).Participating classes were reduced from average size to fifteen students per teacher. An evaluation by Molinar, Smith and Zahorik (1999) revealed that the first grade SAGE students demonstrated higher achievement when compared to nonparticipating schools in both language arts and math. Second and third graders were reported to follow the same pattern. The third study to be reviewed is the Prime Time (1984) project in Indiana. This was originally planned to be a two year project started in 1984 but it had such promising results that by 1988 all k-3 classes were reduced in Indiana.The average FTE was eighteen. In 1989, McGivern, Gilman and Tillitski compared samples of achievement levels of second graders from six districts with reduced class sizes and th ree districts that were not reduced and found significantly larger gains in reading and math among students of smaller classes. As with project STAR, SAGE has suffered criticism. Limitations mentioned were that â€Å"students were not assigned to experimental control groups on a random basis†, and that school policies were changed and implemented during the course of the study (Vinson, 2002).A widely criticized factor was the use of teacher incentives to motivate small classroom achievement. As mentioned previously, opinions on class size vary. Over the years several researchers have analyzed studies and evaluated the effectiveness of each. Glass and Smith (1979) found after analyzing seventy-seven empirical studies on class size versus student achievement, that small classes were associated with higher achievement at all grade levels.For greatest results in student achievement, students should attend small classes for over one-hundred hours (1979), with under twenty students . Small classes are beneficial because of 1) better student reaction 2) teacher morale and 3) quality of the teaching environment (Vinson, 2002). In a review of one-hundred relevant studies, small classes had been the most beneficial, during kindergarten and third grade, but only if teachers change their methods and procedures (Robinson and Wittebols, 1986).Slavin’s (1990) research of empirical studies, were chosen for analysis based on a three part criteria; 1) class size had been reduced for at least one year 2) twenty students were compared to substantially larger class sizes and 3) students in both class sizes were comparable (1990). Contrary to previously mentioned researchers, Slavin believed that smaller class size had minimal positive effects on students and those effects did not continue once students were returned to normal, larger classes (1990).A highly published researcher, Eric Hanushek has voiced his opposition to small classes benefiting student achievement si nce the mid-1980s. In all his reviews of class size studies, he’s always concluded that; â€Å"The evidence about improvements in student achievement that can be attributed to smaller classes turns out to be meager and unconvincing (Vinson, 2002)†. Johnson (2000), citing a study at the Heritage Foundation examining National Assessment of Educational Progress (NAEP) reading data, asserted that the difference in reading assessment scores between students in small classes and students in large classes was insignificant.He criticized class size reduction programs citing California as example of how such programs exacerbate the problem of lack of qualified teachers to fill classrooms. His claim of the lack of association between class size and performance was consistent with Hanushek’s conclusions (1999). Studies of the effects of class size in secondary schools are much more rare and largely equivocal (Deutsch 2003; Grissmer 1999). Many of those who advocate for sma ller class sizes at the secondary level argue that small classes positively impact the school environment, thus, improving performance indirectly.In her review of the literature of class size and secondary schools, Deutsch (2003) highlights studies that conclude small classes stimulate student engagement, allow more innovative instructional strategies, increase teacher-student interactions, reduce the amount of time teachers devote to discipline, improve teacher morale, and minimize feelings of isolation and alienation in adolescence that can come from anonymity. Another important process variable the researcher will investigate is the effects of school policy on student achievement.An influential policy becoming common in schools is that of parental support and teacher incentives. As with the other factors in this model, conclusions about the effects of both on student performance has been mixed, but recent studies seem to point to more positive correlations, particularly teacher e xperience (Hedges, Lane, and Greenwald 1994). Mississippi’s Department of Education’s Schools and Parents Partnering for Student Success is a brochure given to the parents of Mississippi public school students to educate them on what level of proficiency their child should be on in an attempt to form a relationship between school and home.Strategies for improving student achievement according to Mississippi’s School Improvement and Closing the Achievement Gap Report 2003-2004 include: †¢ Strong parental involvement †¢ Community and church support †¢ Various reform models aligned to state curriculum †¢ Dedicated teachers †¢ Structured teaching †¢ Thinking maps †¢ Stable staff †¢ Comprehensive systems to monitor student progress †¢ Aligned curriculum, assessment, and instruction †¢ Peer coaches†¢ Instructional time that is increased (2004) As the reader will notice, the majority of these strategies incorporate relationships between the school and outside sources for example parental and community involvement. These strategies were created by schools in Mississippi demonstrating high student achievement. Finally, the researcher will also examine the effects of global resources, that is, per pupil expenditure (PPE), on the impact of performance.In their review of production function research, Verstegen and King cite Hedges, Laine, and Greenwald’s assertion (1994) that â€Å"Global resource variables such as PPE, show positive, strong, and consistent relations with achievement† (1995, 57-58). However, other studies fail to yield significant results (Chubb and Moe 1990; Okpala 2002). Tajalli, in his examination of the wealth equalization or â€Å"Robin Hood† program in Texas, found that the transfer of nearly $3. 4 billion of dollars to poor school districts did not have a significant impact on the improvement of performance in these districts (Tajalli, 2003).It may be t hat expenditures in general have an indirect effect that is not apparent when using PPE as a direct measure. In his study of school spending Wenglinsky (1997) develops a â€Å"path† in which he concludes a school’s economic resources are associated with academic achievement. He posits that per-pupil expenditures on instruction and central office administration are positively related to class size, i. e. , more spending on smaller classes. Smaller teacher/student ratios contribute to a cohesive school environment, which enhances achievement. Chapter ThreeDescription of Methodology This study is a comparative analysis of eight Mississippi elementary schools from seven school districts; two K-2, two K-3 and four K-5. Factors analyzed were the students to teacher ratio (FTE), socioeconomic status (SES), and student ethnicity, and comparison MCT scores. At first a total of twenty schools were randomly chosen from different districts. The researcher then chose eight schools of conflicting SES percentages. It is a comparative study using the case analysis method; since it attempts to compare school factors influencing student performance.Using the Mississippi Academic Excellence Indicator System (AEIS) data, the researcher will examine these variables to determine the elements that can impact success or failure of public school campuses. The measure of performance is the standardized test given in 2005 to students in Mississippi public schools, the MCT. The researcher focused the study on Mississippi elementary schools that are predominantly populated by students who come from economically disadvantaged backgrounds. The socioeconomic status was based on the percentage of students eligible for free or reduced-price lunches.The teaching theory used as a basis for this study is the Measurement Theory, this theory represents teaching and achievement based on standardized tests and results. Validity and Reliability The MCT scores are provided by the Mississi ppi Department of Education, and the demographics of each school were provided by the NCES found on the greatschools. com database. Twenty schools were chosen by random; then eight were chosen for analysis based on conflicting SES factors in order to get realistic insight as to the influence of student success factors on each school size.This study has limitations due to the fact that it is based on MCT scores which can be deceiving. These tests have been criticized by researchers because they do not portray a student’s overall understanding of a subject and do not allow for different learning abilities and styles. It is because of this limitation that further study should be conducted on the achievement levels of students based on different approaches to classroom learning. Sample and Population Three samples were used for this study. Sample one consisted of two schools serving grades K-2; each school was from a different district.Sample two consisted of two schools which se rved K-3 and were from two separate districts. Finally, the third sample consisted of four K-5 schools, from two different districts. Overall, seven districts and eight schools of different sizes in the state of Mississippi were compared. The study specifically seeks to identify variables in low performing schools that could hinder them from improving performance. In order to provide an accurate study, the researcher took samples from different sized schools with different student demographics.Implementation Research was conducted by recording data for each school for a side-by-side comparison of different factors (see Appendix). All factors were found through greatschools. com, which summarizes each school’s characteristics for easy research. All school samples were then analyzed for the reading achievement average. Based on the average, the researcher then examined the achievement factors; determining whether there was a trend between any of the achievement factors and the MCT results of the chosen school samples.Factors compared during analysis were; socioeconomic status (SES), student-per-teacher ratios (FTE), and the percentage of nonwhite students. The MCT scores for 2005 were used as an indicator of overall reading proficiency of the chosen school. In order to determine whether a variable was a consistent influence on the MCT scores, three consecutive years of MCT scores from 2003-2005 were analyzed. The overall study aimed to discover a consistent pattern between a variable, such as SES or FTE, and the level of reading proficiency.Data Analysis Two of the three samples were consistent with the researcher’s hypothesis that SES is a strong influence on reading proficiency. Sample 1 however was uncharacteristic of the other two. In Sample 1, both schools demonstrated above the state average in MCT reading scores, however, the school with the highest SES percentage actually did better. This is uncharacteristic since Sample 2 and Sample 3 demo nstrated a trend in high SES and low MCT scores for three consecutive years.As discussed in chapter two, the literature review, the influence of class size on student achievement has been an on going debate among researchers. For this reason, the researcher included student-per-teacher ratios as a sample variable. The researcher had expected to see some evidence of FTE influence reflected in the MCT scores; however, that was not the case. According to the data collected, the FTE of all three samples ranged between fifteen and seventeen, with the state average being fifteen. The results demonstrated no reoccurring trend between FTE and MCT scores.Sample 1 schools demonstrated varying above average MCT scores and the same FTE of seventeen. In Sample 2, School 1A demonstrated a below average MCT score with a FTE of fifteen; however, 2B had higher test scores and a higher FTE. In Sample 3, all but one of the schools had a FTE of Seventeen, 3B demonstrated a FTE of fifteen and a below av erage MCT score. School 4B had below average MCT scores but a FTE of seventeen, like the remaining two schools with higher MCT scores. Between all three samples, there was no reoccurring trend between MCT scores and FTE.The researcher had expected student ethnicity to play a large role in student achievement levels, however based on this studies samples, there was little proof that such a trend existed. As demonstrated in Appendix A through C, schools demonstrating low achievement scores varied in the percentage of nonwhite students. The same variations were found in schools with high achievement scores. Overall, the only achievement factor that demonstrated a trend was the socioeconomic status factor. SES as a factor of achievement was present in Samples 2 and 3, but seemed irrelevant in Sample 1.Based on the results and the uncharacteristic trends found in Sample 1, the researcher feels that the quality of the curriculum and teaching strategies had an influence of the high achieve ment levels found in Sample 1. The researcher feels strongly that SES is an influential factor on the reading achievement of elementary students in Mississippi. It must be noted however, the influence of SES can be minimized with the proper curriculum and learning strategies. MCT scores give educators insight into the overall achievement levels of students, and should be used as an indicator of what type of teaching strategy should be used.There are numerous ways to improve student achievement. Educators and school administrators must be aware of the learning abilities and potentials of students and gear curriculum and teaching strategies towards the needs of the students. References Achieve (2001). 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