Policy Implementation Paper_303 Essay Example | Topics and Well Written Essays - 250 words

Policy Implementation Paper_303 - Essay Example The Head Start program is no exemption to this. This program tries to reach nearly every deprived American, especially children (Horn, 2010). Even though, the United States has a vast number of resources, it also has other matters to attend to. Hence, this limits the amount of funds that could be used in the programs. Also, there is limited financial aid to the Head Start program from other nations such as the UK, and this, as expected, limits the funds of the program (Horn, 2010). The Head Start program also faces human capital issues. This mainly refers to persons who are responsible for implementing the program or doing the ground work. For instance, getting individuals who are ready to volunteer as teachers or part-time parents is a difficult task (Horn, 2010). Finally, it also has been a difficult task of implementing the program across various cultures across America. Some cultures do not welcome the program as the government expects. This makes it extremely hard for the program to assist those who it intended to

Ocean city and Clearwater beach Essay Example for Free

Ocean city and Clearwater beach Essay One of the great things about summer is going to the beaches. Over the past ten years my family and I have had the pleasure of heading up to Ocean City Maryland on the eastern shore. The beach there is an excellent place for the family to get together and have fun. The sand at Ocean City is an off white color and warm to the touch and the water with its bluish green color feels cool on your skin. Ocean City has one of the largest boardwalks on the east coast with its many shops, stores, and restaurants it attracts families from all around the world. Ocean city also has a great amusement park for all the kids at heart and for all the true little people. However, At times it does tend to get a bit crowed but that’s half the fun of going to the beach the sights, sounds, the smells, and the many different types of people all enjoying themselves. A few years ago we did happen to change up a bit and headed down to Clearwater Florida for a short vacation the beach in Clearwater is also a very nice beach the sand there is a pure white color and feels so cool on your feet as you walk upon it, and the water is a very clean clear light blue, and very warm as you wad though it. You can even see your feet as small fish move around you Clearwater beach doesn’t have a boardwalk, but it does have the many restaurants and shops to visit. I did notice that Clearwater beach seems to be more geared to the young professional type people. There isn’t an amusement park for the kids and it didn’t seem like many families were there. The time that I spent there it never seemed to get crowded at all, but that was fine because it was relaxing and a nice change of pace. I would recommend both beaches to anyone that wants to get away for a good time, good people and a change of the norm.

Bee start up kits :: essays research papers

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Experiences of Families of Child/Children

The researcher wants to know the struggles, trials, loopholes and problems that families experience and encounter with regards to their child with the case of Emotional Disorder. The researcher notice that this disorder has different categories and types, and it is according to the type and level of severity. i. e. Bi polar syndrome, oppositional defiant, anxiety disorder and the obsessive compulsive disorder. These four kinds are also iincluded in the two major types of the disorder, the externalizing or what we call acting out, and the internalizing which we call acting in.In addition the researcher wants to know how the families of these children handle the situation of their kids. The hurdles and the trials that they are facing as they continually experience the problems that this disability brought not only to the child, but also in their families. The researcher also want to find some ways to help the families of these children on how to prevent or to help their children to go out in this battle of disability, what supports, interventions, treatment and other related services that will really help them to intervene the disability.The researcher believes that different psychological treatment will prevent the disorder to be broad to the children and it will lessen the different problems and factors that will trigger the disability to become more active. More so, families of these children can be also a big help to prevent the disability that their son or daughter is experiencing. This research will help us see the problems and experiences of the families who has a member with emotional behavioral disorder, and how wee can prevent this disability. B. Conceptual FrameworkChild/ Children with Emotional Bbehavioral Disorder ( EBD) Problems and Interventions vv Families and Society * Insults * Teasing * Neglect * Rude comments * Offensive remarks v The paradigm discusses the experiences and effects of Child/children with Emotional Bbehavioral Disorder to the fa mily and society where they belong. The problems encountered by these children, and the possible interventions that could be made to help families with this kind of disorder. C. Statement of the Problem 1. What is Emotional Bbehavioral Disorder? 2.What are the effects of Emotional Bbehavioral Disorder to growing child/children to the family/society where he/she belong/s 3. What are the possible interventions to be made in order to help families with Child/children with Emotional Bbehavioral Disorder. D. Hypotheses 1. Null hypothesis – There is no great impact and problem on the family and society of children with emotional behavioral disorder. 2. Operational Hypothesis – There is a great impact and problem on the family and society of children with emotional behavioral disorder. E. Significance of the studyThis study will focus on the experiences of families of child/children with emotional behavioral disorder; it will focus to the different experiences that emerge to their family, the life, the different situations and events happening to their child/children. And as parent's, what are the things that they consider, what are the preventions that they made in order for their child/children to act in manner that will give them satisfaction. This study would help the following: * To the parent's/families, they would greatly understand that having a child with Emotional Bbehavioral is not a problem, instead it is a test of patience.They will help them understand the difference of their child so they can do interventions and could give support to them. * To all the sstudents taking SPED, so they would greatly understand on how to handle situations, and could show more patience, love and understanding to children with Emotional Disorder. , that the existence of these children makes their profession and job worthwhile. * To educators, so that they would greatly appreciate dealing with Child/children with Emotional Bbehavioral Disorder. To the governmen t, so they would probably make government programs to help families of child/children with Emotional Bbehavioral Disorder. F. Scope and Delimitations The researcher will conduct interviews to the different families who have a childchildren with emotional behavioral disorder. The researcher will prepare 20 survey questions for the 25 respondents. The researcher will use the descriptive survey. Questions will focus for what are the difficulties, what are the struggles and what are the advantages and disadvantages.These following questions will help the researcher to know what the problems that the parent's are facing and experiencing. G. Definition of Terms 1. Emotional Bbehavioral Disorder – a condition exhibiting one or more of the following characteristics over a long period of time and to mark a degree, which adversely affects educational performance. 2. Internalizing Bbehavior – one of the two general categories of Emotional Bbehavioral Disorder, internalizing behav ior mearns that it acts in, examples are: anxiety, fearfulness, withdrawal and other indications of an individual’s mood or internal state. . Externalizing Bbehavior – one of the two general categories of Emotional Bbehavioral Disorder, externalizing behavior mearns acting out examples are: aggressive, disruptive behavior and directed toward others. 4. Oppositional Defiant Disorder – it go against in every situation. 5. Conduct Disorder – the mod and the attitude is persistent. 6. Obsessive Compulsive Disorder – it is an anxiety disorder, fearful of rejection. 7. Bipolar Disorder – it mearns that the mood has its episodes; it goes to positive to negative, and even vice versa.Chapter II REVIEW OF RELATED LITERATURE Characteristics of sstudents with Emotional Bbehavioral Disorder Children with emotional behavioral disorder are not a new problem in our society. It happens most of time among children during the pre-adolescent and adolescent age. There are countless victims of this kind of aggression and some people believe that this problem is a serious problem with long lasting consequences, not only to the children with Emotional Bbehavioral Disorder, but also to the families in which these children belong. https://donemyessay.com/early-childhood-four-types-of-aggression/Compared with sstudents who have other educational disabilities, sstudents with Emotional Bbehavioral Disorder experience the lowest levels of academic success. A total of 51% of those identified with Emotional Bbehavioral Disorder drop out of school (U. S. Department of Education, 2002), and only one in five will attend a postsecondary school (Wagner, Kutash, Duchnowski, Epstein, ; Sumi, 2005). After high school, people with Emotional Bbehavioral Disorder experience instability in employment and challenges with their mental health.Social alienation for sstudents is highly related to anxiety, depression, and conduct problems, and sstudents who are at risk for Emotional Bbehavioral Disorder may be seen as lonely, unlikable, provoking, and lacking in social competency. These negative characteristics and outcomes may be avoided or minimized with early identification and intervention. Internalizing and Externalizing Bbehavi ors Emotional Bbehavioral Disorder is often identified in internalizing or externalizing categories.Internalizing behaviors are associated with problematic internal feelings, such as anxiety, sadness, reticence, fearfulness, and oversensitivity. Sstudents with externalizing behaviors tend to show outward behavioral problems that include aggression, unruliness, forcefulness, and oppositional behaviors. A few sstudents may display both internalizing and externalizing behaviors (e. g. , a student with aggressive behaviors who also displays some depressive or anxious feelings), but usually sstudents can be identified as primarily externalizing or internalizing.Screening for both internalizing and externalizing behaviors is important because sstudents with internalizing problems are easily overlooked: they typically create few discipline problems and maintain good grades, although some may have attendance problems. Teachers who are aware of sstudents who are withdrawn, anxious, fearful, and unassertive can help school teams identify them so that early interventions can be put in place. Sstudents with externalizing tendencies are more readily noticed by teachers.Such behaviors as getting out of one’s seat, provoking peers, acting aggressive and refusing to stay on task occur frequently in sstudents with Emotional Bbehavioral Disorder, and those behaviors often require the teacher’s attention or disciplinary actions. Sstudents with Emotional Bbehavioral Disorder tend to have high numbers of office referrals for behavioral offenses. Sstudents who commit one to three behavioral offenses in sixth grade are more likely to have continued behavior problems in eighth grade and are less likely to be on track for high school graduation (Tobin ; Sugai, 1999).Gender Issues Most sstudents identified as at risk for or as having Emotional Bbehavioral Disorder are male. Surprisingly this prevalence occurs in both the external and internal categories, although male sst udents are more likely to display external behaviors than internal ones. This may be seen when adolescent males express depressive feelings externally through negative interpersonal interactions. Females are identified as being at risk less frequently, but when they are identified, they are more commonly identified as internalizes.Because males are much more likely to be identified as Emotional Bbehavioral Disorder or as at risk for Emotional Bbehavioral Disorder, teachers and administrators must be sure that they are not overlooking the needs and behaviors of adolescent females in the screening process (Young, Sabbah, Young, Reiser, ; Rich-ardson, 2010). Environmental Factors Teachers often notice environmental factors. When sstudents appear hungry or tired, teachers may view them as being at risk. In addition, teachers notice sstudents who appear to have less-involved parent's or familial stress.One group of researchers determined that nontraditional family structure, low socioeco nomic status, multiple school changes, urban school atmosphere, and paren'tal dissatisfaction with the school were all predictors of school exclusion (expulsions and suspensions) for sstudents with Emotional Bbehavioral Disorder (Achilles, McLaughlin, ; Croninger, 2007). Those findings suggest that heightened EBD indicators as measured by school exclusion may be influenced by a student’s environment. Quality of life issues or other environmental factors may influence the manifestation of.Emotional Bbehavioral Disorder When sstudents completed a quality of life survey, those identified as having Emotional Bbehavioral Disorder demonstrated lower feelings of self competence and reported negative relationships with others. These quality of life scores did not differ significantly across ages or between the sexes of sstudents with Emotional Bbehavioral Disorder. (Sacks ; Kern, 2008). Practical Issues School teams should determine who might manage the screening process and summariz e its results. Further, schools should also consider what resources are available for intervention.If they have inadequate resources, screening may be inadvisable; identifying sstudents who are at risk but not providing the reasonable interventions could be considered an impractical and inappropriate use of resources. Another important issue to consider is what permissions are needed to conduct school wide screening. Typically parent's must grant permission for their child to complete a survey or any type of measure that could identify him or her as being at risk. But if a teacher completes a measure, such as a teacher nomination form, it could be considered a typical Child Find aactivity—a normal educational process.If the teacher completes an individualized form (i. e. , the SDQ or BASC-2 BESS) for all sstudents, paren'tal permission is probably needed. Consulting with district administrators and attorneys about this issue is prudent. Confidentiality, including how the data will be stored and who will have access to the data, must be discussed before screening takes place (Young, Caldarella, Richardson, ; Young, in press). Chapter III Methodology This research uses student-made questionnaire. The research is purely a descriptive research with 20 respondents chosen randomly.The data gathered are tabulated and analyzed by finding its frequency ppercentage. A. ResearchMethod/ Design This research employs descriptive method of research. Descriptive method is used in order to find facts about Emotional Bbehavioral Disorder which is adequate in this research. The method of collecting data was the normative survey, which is looking to the commonality of the responses of the respondents using the student-made questionnaire, prepared and made by the researcher. B. Subject/Respondents/ParticipantsThis research uses 20 respondents taken from the population or families of Barangay DBB-1, Barangay DBB-F ( City of Dasmarinas) and families from Anabu II-F, City of I mus. The respondents of the study were chosen randomly. C. Statistical Tools/ Treatment/Instruments The instrument used to collect data was the questionnaire. For validation purposes the questionnaire was distributed to the twenty respondents for them to fill up. The respondents were chosen randomly. The data are collected or gathered, tabulated and analyzed by finding the mean and frequency.In analyzing the data, the researcher used the Frequency Ppercentage . Using the frequency ppercentage, the researcher will be able to determine the most number of occurrences in a certain aspect of research. D. Data Analysis The data in this research were analyzed using the following treatments: Frequency and Ppercentage. The frequency of particular observation is the number of times the observation occurs in the data. The frequency of each value or class interval is expressed as a ppercentage of the total number of observations. A ppercentage is a way of expressing a number as fraction of 100.

Symbolism of the Title a Worn Path

The short story, â€Å"A Worn Path† by Eudora Welty describes a very interesting character whose name is Phoenix Jackson. She isn’t your average person. Phoenix is a very old and boring women but the story is still interesting. The title is very symbolic of the story and has a very good meaning. Throughout the story you begin to learn more and more about Phoenix and you also discover some important things. Phoenix Jackson is a very old and small woman. She wore a dark striped dress reaching down to her show tops. She also wore a long apron with a full pocket in the front. Her shoe laces were always untied.Her eyes were blue and she wore a red rag over her head that hid black and grey hair. By looking at Phoenix you would assume that she moves at a very slow pace. That’s correct, when she walks; her chances of tripping are great because of her untied shoe laces. Just by the features of this old woman, the title already symbolizes Phoenix because she’s a wor n old woman. Her appearance isn’t the only thing that’s worn, her life path is also. Phoenix has lived and gone through a lot during her lifetime. She’s been through the civil war, has lost a grandson, and has gone through times of slavery.She’s experienced enough things in her life, so she isn’t really afraid of anything and does not care for much. These events in her life have caused her to being to lose her mind and go crazy. Example of this is in the beginning of the story when she first leaves her house. She says, â€Å"Out of my way, all you foxes, owls, beetles, jack rabbits, coons and wild animals! Keep out from under these feet. †(page. 213) This shows that she’s losing her mind because she is talking to the animals. Later into the story she encounters a man with a gun.The man said to her if the gun scared her. She replied, â€Å"No sir, I seen plenty go off closer by, in my day, and for less then what I done. †(page. 217) This, shows that she isn’t afraid of nothing and that she’s been through tons of scary experiences that an African American had to go through during her time. She is referring to the civil war and her times of slavery. The story never actually says that Phoenix has a grandson, but she claims that she does. This could also mean that she is going crazy. The â€Å"Worn Path† symbolizes Phoenix’s life and how worn and difficult it was.Like Mentioned before, these experiences in Phoenix’s life also represents all African Americans. During the times she lived African Americans lives were very difficult. Problems they had were, slavery and even after it ended they were still having tough times adjusting to it. The rights of African Americans were not equal to white people and this also made things difficult for them. This makes you think if all African Americans from this era were like Phoenix. They’ve dealt with slavery and once slavery ended most were poor and were in poverty just like Phoenix Jackson.She seemed to be losing her mind because of her age and experiences so this could have been an issue for a lot of blacks during this time. The story ends with Phoenix walking out of the doctor’s office waving her hand, giving a nod, and walking slowly down the steps and onto the road. This is ironic because you’re left with the image of her being very slow and her continuing to walk, on her â€Å"Worn Path†. The title has a positive and negative impact on the story. The positive side of it is the experience Phoenix has had during her â€Å"path† of life.It has made her strong and very wise. She has lived through a lot of different life changing events that has changed the way she does things. The negative side to it is that the path of live she’s had may have made her strong but the events that have taken place has made her weak in many different ways. Going through slavery and the civil war can have traumatizing effects on the person. Phoenix in time seems to be suffering from dementia and she doesn’t really care for much anymore. Her memory has gone down the drain. The story explains how she walks very slowly.This shows that going through slavery has taken a huge toll on her body. This is why the word â€Å"worn† is in the title and this is why it has more of a negative impact on the story. Welty’s title of the story really symbolizes and sums up the story. After reading the story the titles definitely makes more sense because you know and have an idea of what Phoenix had gone through. The Path means life and the worn part means the struggles of life. That’s exactly how Phoenix Jackson’s life was and for many African Americans during this time. Tons of hardships and struggles.

Complusion essays

Complusion essays In the movie Compulsion John Wilk was given a job that seemed practically impossible. He was to defend Judd and Artie the confessed murderer of the Kessler boy. Before he was given the job the boys had already confessed to the cold blooded murder. There was really no way that he could convince the judge that the boys werent sick and that they deserved to live in prison instead of being hanged. But he did succeed; he put together the perfect closing statement just as the boys thought that they had committed the perfect crime. Wilk argued that no matter if the boys were hung or not, the killing in the world wouldnt stop. Other sick boys would still kill and other people would still kill no matter if these cold blooded killers were dead or alive. He wasnt just pleading for the boys lives he was pleading for the future of the world. He was trying to say that just because these sick boys premeditated a serious crime doesnt mean that the court has the right to premeditate the boys being hung. Wilk was saying that the court had been planning ways to take the boys lives. He was trying to say that you cant kill hate and evil with cruelty you have to kill it with love and caring. He just didnt want the court to use the same cruelty to kill the sick boys that they used to kill Paulie Kessler. He very clearly described what it would be like if the boys were hung and made it sound just as inhumane as their terrible murder. I think that the way Jonathan Wilk argued for the boys lives was the most intelligent and well thought out plea that the judge had no other choice but to sentence the boys to life in prison. The argument was simply turned back onto the court he tried to make everyone realize that to take the boys lives isnt just as bad as murder it is worse. For a state to disregard the thought of evil to make them think they have achieved justice through taking the lives of...

6 Bad Excuses for Committing Plagiarism

6 Bad Excuses for Committing Plagiarism Plagiarism is a serious offense that can cause permanent damage to a student’s academic career. Few students realize the seriousness of this crime – and crime is exactly what plagiarism amounts to. It is an act of theft. Because many students fail to understand the potential consequences of committing plagiarism, they don’t necessarily take the time to understand what types of behavior constitute plagiarism. This gets too many students into trouble – and that trouble can be anything from embarrassment to heartbreak. In college, plagiarism is taken very seriously. Many colleges will expel students on the very first event. While students are given the opportunity to have their case or situation reviewed by a panel or a student court, they should understand that excuses just do not work. The most common excuse that school officials hear appears as number one on the list: 1. I didn’t know it was wrong.   Your first job as a student is to know what behavior is considered plagiarism. You should stay far away from these common types of plagiarism: Submitting the work of another. If you ever turn in a paper that was written by someone else, especially if you pay money for it, then you are guilty of plagiarism and you are risking your future. It is plagiarism to claim the work of another or even the ideas of another.  While most students in middle and high school don’t have to worry about stealing ideas when it comes to a paper or a science project, students in college do run the risk of plagiarism charges when they write a paper based on another person’s thesis. Submitting a paper you’ve written for another class. Yes, you can get into trouble if you use your own original work for two different assignments. There is a difference between submitting the same paper twice and building upon your own research and adding to an old paper. Check with your instructor or advisor if you have any questions or doubts about this. Copying too much text and using it as a block quote. Let’s face it. Sometimes stude nts try to pull the wool over their instructors’ eyes. Instructors are not dummies, and they see this one all the time. They don’t fall for it.  There is a limit to the amount of text you should put into a block quote. Rewording a source or several sources. Sometimes student will submit a research paper with correct citations, but the paper is really a reworded version of one source or several sources pieced together.   The paper you write should contain your own original ideas, theories, and conclusions.   You must draw conclusions from the evidence you find in other work. While â€Å"I didn’t know it was wrong† is the most common excuse, there are others that instructors hear often. Be warned that excuses don’t get you off the hook! 2. I didn’t mean to. Everyone knows that it is tedious work, putting in all those precise citations. One common problem that instructors see is the omission of a citation. If you use a quote from a source and you don’t indicate that it’s a quote and cite your source, you have committed a theft! Be very careful to proofread and make sure you’ve indicated every quote with quotation marks and cited the source. 3. I didn’t know how to do the assignment. Sometimes students receive unique assignments that are so different from previous tasks that they just don’t know how the completed task should look. It’s perfectly fine to look up examples when you are expected to do something new like write an annotated bibliography or create a poster presentation. But sometimes, students who procrastinate can wait too long to look up these examples, and they realize that they have waited too long to complete the work. When that happens, they may be tempted to borrow from those examples. The solution? Don’t procrastinate! That also leads to trouble. 4. I was just helping a friend. You know perfectly well that you’re guilty of plagiarism if you use work that wasn’t written by you. But did you realize that you are also guilty if you write a piece for another student to use? You are both guilty! It’s still plagiarism, on both sides of this coin. 5. It was my first time. Really? That might have worked when you were five, but it won’t work on instructors when it comes to stealing.   Many students are expelled after the first time committing plagiarism. 6. I was in a rush. Politicians and journalists who have quick deadlines for speeches and reports have tried this one, and it is unfortunate that such high-profile personalities have to be such awful role models. Again, this excuse for stealing the work of another is not going to get you anywhere. You are not likely to gain sympathy because you didn’t give yourself enough time to finish an assignment! Learn to use a color-coded calendar to you have plenty of warning time when an assignment is due.