Mozart Essays (630 words) - Mozart Family, Wolfgang Amadeus Mozart

Mozart I'm writing my paper on Wolfgang Amadeus Mozart. I will be talking about his life and his music. I will tell you a little bit about his father, wife, and son. Mozart was the leading composer of the Classical Age. He wrote many different types of music. He was the best composer of his time. Mozart was born in Salzburg, Austria on January 27, 1756. He was around music his entire life. By the age of three, he had begun to show a love of music. He would listen to his sister play the piano for hours at a time. Then he would get up on the bench and try it himself. He loved to watch and learn from his sister. When Mozart was five, he was already doing plays. He took part in a comedy called Sigismundus Hungariae Rex. Just after this he began to travel around Europe to play pieces of his music for kings. By this time in his life, he was already composing operas for the theartre. Mozart composed over six-hundred pieces, some of which he composed by the age of fourteen. He appreciated music because his father also loved and appreciated music. His father's name was Leopold. Leopold was a great composer as well as a leader of a social party. Mozart and his father traveled together to play music. His sister Nannerl, whom Mozart had listened to in his child years, usually came along to support and cheer for her little brother. Leopold and Mozart had different styles of music. Leopold only composed religious music. Mozart wrote operas, symphonys, church music, concertos, and also serenades. He excelled in all types of music. Mozart never rewrote any of his work. It was always perfect the first time. He never recopied his work either. There was only one original copy of each of his works. Now of course they have been recopied and sold in stores for other musicians today. People loved to be around Mozart. He had a wonderful sense of humor. He loved to make people laugh, or at least try to. On the other hand, Mozart was sometimes depressed and mad. He would sit in his room and just write music all day. Mozart's music was mostly cheerful. He also composed deeply serious music. He was able to write anything he wanted to. He would just set his mind to it and compose away. He loved music. At this time, the piano was very new. It was played widely by amateur composers. Mozart greatly contributed to making the piano forte a very popular instrument. By the time he was in his late twenties, Mozart was traveling a lot. He would play for royalty, the rich, and also the public. He would travel so often that it eventually affected his health. He would become very sick at times. Mozart had a wife and son. His wife was Constanze Mozart. Her maiden name was Weber. She was born in Zell, Austria. She died an old woman in Salzburg in the year 1842. Mozart's son was named Franz Xaver Wolfgang Mozart. He was later known as Wolfgang Amadeus, after his father. He was born the year his father died in Vienna in 1791. He died at the age of fifty-three in Carlsbad in 1844. Wolfgang Amadeus Mozart died in Vienna in 1791. He died in his bed from pnemonia. His wife and family could not afford a proper burial so they threw him in a large hole with ten other people. He was wrapped in cloth so he wouldn't rot and smell bad. He was buried in an unmarked grave. Even today nobody knows where he rests in peace. We will probably never know. I think that Mozart was an interesting man. I enjoy listening to his symphonys and operas when I get the chance to. I would definetly recommend doing a report on Mozart to a frien. He was a pretty neat person. Music Essays

CNC fundamentals essays

CNC fundamentals essays 10 Improvements to the Process 13 PART 1: SINGLE COMPONENT MANUFACTURE The aim of this work is to provide an understanding of the principles in manual part programming, with the use of a state of the art CBC vertical machining centre, together with process planning and machine selection for different components. In order to fulfil this aim, it was necessary to carry out various tasks, including process planning and part programming, as well as spotting any errors prior to machining. The first task involved producing only one component, using the Denford Triac Fanuc machine, located in the Wolfson School of Mechanical and Manufacturing Engineering Advanced Manufacturing Laboratory. The aim of this task was to develop part programming skills, and to give a contrast in manufacturing techniques when compared to tasks two and three. The second task was to plan the process for producing 100,000 of this component every year, which is approximately 25 components per hour . This task gives the student an idea of the economics involved in long run manufacture, and how it compares to the single component manufacture, as described in task 1. The third task in this assignment was to plan the process for a short rung of multi-faced components, including setting up the machine and a discussion of the fixturing and tooling involved. In order to make this coursework economic and relevant, the component part program was written as if the part were to be manufactured in aluminium, but it was actually manufactured in resin. This was also necessary to avoid any damage to tools: the students involved in this assignment were inexperienced in this field, therefore programming errors were likely. A diagram of the part to be manufactured can be found overleaf (figure 2). In order to begin the planning, it was necessary to decide which tools had to be used. The tool list was as follows: Due to the geometry of the part,...

Problems With the Status Quo Essay Example | Topics and Well Written Essays - 500 words

Problems With the Status Quo - Essay Example The reason of this is substitution for supplier that dispatches raw materials with poor quality. Though new supplier proposes affordable prices, frequently he makes delays in delivery of materials that affect the terms of producing finished commodity. Moreover, delays in production also occur because of the low qualification and professional skills of the workers, who may show habitual negligence concerning their responsibilities. Nevertheless manufacturing capacities allow to produce bigger number of goods, there is an absence of required level of demand for our products and decrease of workers’ motivation that hampers further expansion of production. In addition, the question about regulations of smoking personnel is still open. Present policy of smokers develops gaps in working time that influences on productivity of labor. On the top of everything, relations in our collective have spoilt drastically. Atmosphere is quite intense and unfriendly, causing intractability and st ress. According to stated problems, it is essential to find solutions a.s.a.p. If you have any ideas, I would be grateful to get your help. Kind regards, Name Dear Friend, With this letter I want to express my gratitude for your sympathy and support. It means a lot for me.

To what extent are women and development approaches counterproductive Essay

To what extent are women and development approaches counterproductive in addressing the problems faced by women in the global south - Essay Example According to Williams (1999), the term â€Å"development† is to be taken in its broadest meaning that encompasses not only the economic sense but also every social activity undertaken by human beings to successfully employ the gifted resources of nature towards their prosperity and well being. It has truly been authenticated in the studies by several authors that women play a dominant role in the development of a family, country, and a nation as a whole. Studies conducted by Hanson and Pratt (1995) and Kobayashi (1994) suggest that women are more industrious and do more untiring jobs than men in both rural and urban areas. In fact their roles and functions are proved to be multidimensional in every walk of life ranging from home, childcare and domestic duties to social, economic and workplace responsibilities. Gringeri (1994) states that women are increasingly setting out to do out-of-home jobs with the need of supporting their economic independency. Despite that, they seem to be dependent on men for their social and economic growth everywhere around the world. As a consequence of devastating and ruining conventional norms against women in several regions of the world most specifically the less developed ones led the thoughtful world to the evolution of several panoptical ideas and approaches relevant to women and their contribution to the economic development of country termed as â€Å"women and development† approaches. Overholt et al. (1984) illustrate that these approaches greatly contributed to project women as an economic resource that could be utilised further towards the growth of economy. The first of these was the all-famous approach called â€Å"women-in-development† that was aroused and advanced in the early 1970s that served the purpose of enlightening the world regarding the role that was and that could be played by women in the economic development of countries around

Critically examine the future of banks as financial intermediaries Essay

Critically examine the future of banks as financial intermediaries - Essay Example 1244-1247). The foregoing is different in money markets where lending or borrowing is on a short-term basis (Scholtens and van Wensveen, 2000, Pp. 1244-1247). Capital markets represent where equity securities and or debt is traded (Osano and Tachibanaki, 2001, P. 4), with money markets representing where short term debt securities as represented by commercial paper, repossessions, treasury bills, banker’s acceptances and negotiable certificates of deposit that have maturities of from 30 days to one year (Lapavitsas, 2003, P. 13). An important distinction that exists in capital markets is that the borrowers tend to represent entities seeking to spend in excess of their present income as represented by those individuals or companies where their present income is in excess of expenditures (Allen and Santomero, 1996, P. 4). Within the capital markets the borrowing and lending functions include the issuance as well as sale of bonds and shares, which is termed as direct financing, a nd intermediated financing which represents dealing using financial intermediaries which represents the bulk of all transactions made (Matthews and Thompson, 2008, Pr. 35-36). The subject matter of this study has broad scale ramifications as evidenced by the most recent financial crisis that has griped the international community. The free wheeling lending of mortgages to high credit risk home owners started a global meltdown that has run for over two years and created unemployment levels as last seen in the Great Depression. This examination will look into the facets of financial intermediation to expose its weak points and recommend international action that is not a new view, it is one that already has be proposed through the Basel II Accords that are mandatory in Europe. Financial intermediation represents a process entailing surplus units, as represented by individuals and or companies whose current income exceeds present expenditures, to what are termed as

Destination Trends And Future Predictions

Destination Trends And Future Predictions Tourism takes place in the environment, which is made up of both human and natural features. The human environment comprises economic, social and cultural factors and processes. The natural environment is made up of plants and animals in their habitat. It is possible to make a distinction between the human environment and the natural environment and this is particularly useful when discussing the impacts of tourism. However, it is important to note that, in a real setting, the human environment and the natural environment are interwoven and human activity is both affected by and has effects on the natural environment. The main tourist destinations and generators of the world in terms of visitor numbers and income generation International travel, prior to the 1960s, was still largely the preserve of a wealthy minority who had the time as well as money to afford long distance sea or air travel. Major changes in the second half of the twentieth century led to the rapid and massive growth of the phenomenon known as modern tourism. For example, these changes contributed to the Pacific Region/South East Asia becoming the fastest growing area for international tourism in the last 30 years. In 1975, South East Asia and the Pacific Region accounted for only 4 percent of international tourist arrivals, but by 1995 the share of world arrivals had increased to almost 15 percent (Pearce, 1995) and by 2006 to 20 percent (WTO, 2007). It should be noted that this change has occurred at a time when tourist numbers were growing globally. Determination of tourism destination trends and future trends Not only have peoples motivations and expectations of holidays changed, but geography plays a major part. Where tourism experiences can be obtained is itself subject to variations in demand and, hence, supply. For instance, in the 1970s it was not sufficient just to get a suntan, but where one got it was vital (Prosser, 1994). In the early 1960s, in Britain getting a suntan in Brighton or Blackpool was sufficient, by the early 1970s to achieve the desired status the tan had to be brought back to Britain from Benidorm and by the 1980s it had to have been obtained in Belize. In Australia, Bondi Beach would have been good enough for most sun-seekers in the 1970s, but, by the 1980s, to really enhance ones status it was necessary to get the tan in Bali! However, the reference to Bali emphasizes the unpredictability of tourism. Visitor numbers and receipts of tourism destinations The increase in the share of international tourist arrivals in the Pacific Region, therefore, indicates a very significant increase in actual tourists between 1975 and 2006. There were approximately 78 million visitor arrivals in the Pacific Region/South East Asia in 1995 (Pearce, 1995). This compares with approximately 100 million in the combined area of North and South America and 305 million in Europe in 1995 (Pearce, 1995). With approximately 55 percent of international arrivals, Europe remained, in the early part of the twenty-first century, the single most important region for international travel arrivals (WTO, 2007). In fact, Europe had five countries in the top ten tourism destinations in 2006. France, Spain, Italy, the United Kingdom and Germany, with France and Spains combined totals accounting for 14 per cent of total international arrivals (WTO, 2007). Demonstration of creative thinking for tourism In the last 15 years or so of the twentieth century, changing attitudes also contributed to a re-evaluation of the nature of the tourist experience. Accompanying the growing realization that tourism takes place in finite geographical space, was the notion that it consumes environmental resources (McKercher, 1993). Increasingly, tourists became concerned about the effects their activities were having on the environment (Fennell, 1999). This led to the growth of what some consider as more environment-friendly forms of tourism, such as ecotourism (Wearing and Neil, 1999). Additionally, some tourists sought experiences that would give them more contact with the population in the destination region and potentially contribute more to the local economy. 2.1. Cultural, social and physical features of tourist destinations It has indicated that although tourism impacts tend to be multi-faceted, it is conventional to subdivide them under the following headings: economic, socio-cultural and environmental. It is also conventional to present tourism impacts as either positive or negative. This assignment has indicated that such categorization depends upon the value position of the observer. As impacts tend to be multi-faceted, often having a combination of economic, social and environmental dimensions, it may be not that straightforward to classify impacts at one particular tourism destination under the heading of either solely positive or negative. It is quite likely that there is a combination of impacts of tourism in relation to a destination and some of these impacts may be viewed as positive, while others are seen as negative. All factors discussed there are important in relation to socio-cultural impacts. Clearly, a key influence is who is involved and the activities engaged in will be significant. O f particular importance, in relation to socio-cultural impacts of tourism, is the nature of both visitors and host populations. 2.2. Comparison of the features of top contrasting tourist destinations In addition to this data, is the projection that jobs in tourism are likely to increase steadily during the early part of this century, unlike jobs in other economic sectors. These macro-level figures, however, hide the unbalanced nature of global tourism. One continent alone, South East Asia, was the single most important tourist destination with over half of all international visitor arrivals in the early part of the twenty-first century and most international arrivals of tourists in Asia were visits from the European countries. 2.3. Comparison and contrast between the features of one developing and one leading tourist destination However, the public sector in many developed countries has what may appear at face value to be contradictory roles. Governments may not only attempt to regulate tourism, but they also have a role in marketing tourism (Mason and Mowforth, 1995; Seaton and Bennett, 1996). Marketing is usually associated with promoting tourism, hence not controlling or regulating it. However, there are examples when marketing is used as a controlling measure. Such an example is that employed by the government agency, English Heritage and the NGO and the National Trust of England. These organizations work together in the marketing and management of two prehistoric sites in England. Stonehenge is the most visited prehistoric stone circle site in the United Kingdom 2.4. Identification of cultural, social and physical features One of the more significant socio-cultural impacts of tourism is referred to as the demonstration effect. This depends on there being visible differences between tourists and hosts. Such a situation arises in many developing countries. In the demonstration effect, it is theorized, that simply observing to action adopted by an agency, such as a government body. Public policy is, therefore, what governments decide to do or not to do (Dye, 1992). However, it is important to note that planning is not just a process conducted by the government. Private sector organizations, (in tourism this would include, for example, tour operators and airlines), prepare careful plans and usually have a number of policies through which they operation these plans. 3.1. Evaluation of the appeal of a current leading tourist destination Some of the more beneficial impacts of tourism on society include the following: the creation of employment; the revitalization of poor or non-industrialized regions; the rebirth of local arts and crafts and traditional cultural activities; the revival of social and cultural life of the local population; the renewal of local architectural traditions; and the promotion of the need to conserve areas of outstanding beauty which have aesthetic and cultural value (Mason, 1995). In developing countries, in particular, tourism can encourage greater social mobility through changes in employment from traditional agriculture to service industries and may result in higher wages and better job prospects. 3.2. The effect of the characteristics of a tourist destination It is clear that the resources for tourism, particularly the natural and semi-natural environmental features, but also man-made components of the environment that have become attractions, are actually finite. This has led to calls to make these resources in particular, but also the field of tourism generally, more sustainable. With reference to specific destinations, a complete halt to tourism development may be considered desirable by some members of the community, and in a number of cases this may be a majority view, but it is unlikely that tourism growth will be stopped. 3.3. Evaluation and justification for the current leading and developing tourist destinations The fact that tourism impacts are multi-faceted contributes to them being difficult to plan for and manage. There are a number of different organizations, groups, and individuals that have an important role to play in tourism planning and management. These key players, in the form of tourists, host community members, industry members, government representatives, and to a lesser extent the media and voluntary organizations, are involved in the day-to-day problems of tourism. In most democratic countries, at least, these individuals, groups, and organizations are in a position to play an active part in tourism planning and management. 4.1. The issues that affect the popularity of tourist destinations The future of tourism in Bali is far from clear after the terrorist bombings at Kuta in October 2002 and the second bombings in almost the same area in October 2005. Bali has become heavily dependent on tourism and what happens after these events may indicate whether the island, in the longer term has become economically over-dependent on tourism. Similar issues to those of Bali in its early stages of tourism development can be found in the Himalayan country, Nepal. As in Bali, tourism was relatively unimportant until the second half of the twentieth century, but more recently has come to be very significant to the economy of Nepal. Nepal, the fourth poorest country in the world, is a landlocked Himalayan kingdom relying on access to imports via India. Throughout the period of European global exploration, dating from about 1400 until as recently as the 1950s, Nepal was almost inaccessible and hence it holds attractions for significant numbers of potential tourists. Tourism began in the early 1960s but took off in the 1970s. 4.2. The potential for responsible tourism to enhance the host community at worldwide tourist destinations International visitors generally demand easy access to facilities, and these need to be of a relatively high standard, particularly toilets and washing facilities. International visitors also demand good signage, clear notice boards, good maps and sufficiently well-serviced campsites. International visitor numbers are likely to increase significantly in the next 10-15 years, while domestic visitors will remain almost constant. Hence the pressure will be to improve and increase facilities for the international visitor, but this is likely to be opposed by domestic visitors. 4.3. Methods to control issues affecting popularity of tourist destination Visitor management has been used by a number of different agencies and organizations, at different scales and in a variety of locations. In some countries, it has become a major tool in an attempting to control visitor flows. In the United Kingdom, for example, a government task force produced a tourism report that had visitor management as a key strategy. This report, maintaining the Balance, from the UK Ministry of Environment/Department of Employment and published in 1991, focused on the relationship between the environment and the visitor and suggested that there are three main ways of managing visitors. These are as follows: controlling the number of visitors either by limiting numbers to match capacity, or spreading the number throughout the year, rather than having them concentrated in time in a focused tourist season; modifying visitor behavior; Adapting the resource in ways to enable it to cope with the volume of visitors, and hence become less damaged. In relation to the first of these three methods, that of controlling the numbers of visitors, the report suggested that the initial task is to determine the carrying capacity. 4.4. Managing and organizing activities to enhance potential for responsible tourism Managing visitors is one of the important ways of managing the impacts of tourism, particularly impacts on the environment, but in addition managing socio-cultural and economic impacts. Visitor management has been viewed in the past 25 years or so as a significant way to attempt to reduce the negative impacts of tourism. Often, this has been through attempts to divert tourists from areas with large volumes of tourists, the so-called honey pots. Another approach has been to minimize the negative impacts at popular site by hardening (e.g. resurfacing paths and footpaths), or by schemes such as park and ride which keep cars out of the immediate environment of a popular attraction. Conclusion: Impacts in terms of visitor numbers were geographically patchy, as Southeast Asia and urban areas appear to have been far less affected during the summer of 2001 than rural areas, and may even have benefited from the restrictions on access to rural areas. The government made reassuring promises that it would not close down the countryside and therefore negatively affect leisure and tourism pursuits.

Learning the Hard Way :: Personal Narratives Climbing Flagstaff Essays

Learning the Hard Way The backcountry of Alaska is one of the wildest places left in this country, an excellent place to study wildlife in it’s natural environment. To a wildlife Biology major with an overwhelming draw to the outdoors, the chance to study this wildlife would seem to be the opportunity of a lifetime. When this opportunity presented itself to me this past summer, I didn’t hesitate to take it. This would be great experience for the career path I am taking and it would give me a chance to work with professionals in the field of my studies. At the time I thought it would be a great opportunity for me to do some soul searching and spend quality time in the backcountry before I married next summer. I was expecting this summer to change me as an individual, allowing me plenty of time to reflect on my life. Never did I expect these changes to occur in the way they did. A life changing event can occur when and where they are least expected. The evening in the backcountry of Denali National Park when I made one small misstep would change my life forever. I would learn how strong love can be and gain a better perspective of what is truly important to me in my life. It was mid June, a beautiful cloudless day in Denali National Park. I was hiking deep in the backcountry, with only the millions of mosquitoes to keep me company. I was on the fifth day of a scheduled six day trip, and I couldn’t have asked for a better week. Denali, the tallest mountain in the northern hemisphere, became visible for the first time of the year and it stayed out for the duration of my trip. Hiking in the trail less backcountry, where the grizzly bears outnumber the people by more than three to one, truly makes a person feel alone. Walking through the alpine tundra, with tiny little flowers acting as a carpet, I encountered twice as many moose as people on this trip. Never had I felt so alone and been so happy about it. Little did I know, that would all change, challenging me to be stronger than I have ever been, both mentally and physically.

Carl Jung’s Theory on Personality

All across America, literacy and early education of children has become the focus of concern for parents, teachers, and policy makers. Education has been positively linked to students’ future success in school, their likelihood to continue education past high school, and their future career opportunities. A strong foundation in reading and linguistics is a key factor in children’s academic development and future opportunities.As a result, a great deal of time, money, and energy has been invested in designing programs that focus on developing children’s knowledge and use of the English language in order to provide them with this necessary educational foundation. However, upon close inspection, it seems as though many of these programs focus on correcting only one or two of the many factors at work in the issue of illiteracy in America’s urban youth. While a variety of reading programs are available in almost every school, there are still a significant numbe r of illiterate and struggling students across the nation. Of particular concern is the school preparation of children from economically disadvantaged homes – children who continue to fare less well in school than more advantaged children† (Stipek 711). 40% of America’s fourth grade students lack basic reading skills, but the illiteracy rate increases to 68% for low-income rural and urban areas (Literacy Rates).Research has shown that children who grow up in poor, urban areas struggle the most with reading for a variety of reasons. Despite significant federal and state investments in compensatory education programs, persistent achievement gaps among students of various ethnic, socioeconomic, and linguistic backgrounds have been difficult to close† (Neuman 92). This shows that resources are available to schools and districts that face issues with low literacy rates, but the problem persists. In a study of gaps in reading achievement by Parkinson and Rowan, s tatistical analysis was done on the test scores of high-, average-, and low-risk students upon entering kindergarten through the end of third grade (Neuman 80).Placing these scores on a statistical normal curve helped determine how much the gap between these groups increased as education progressed, and showed significant evidence that socioeconomic factors impact the education of young children. These test scores were then used for further statistical analysis to determine the amount of additional instruction time it would take at-risk students to reach the same achievement level as average and low-risk students.By calculating the standard deviation of each group’s test scores, Parkinson and Rowan were able to then convert that to months of additional instruction necessary to decrease the gaps in reading achievement. In order to match high-risk students achievement with that of average-risk students, 1. 6 months of extra instruction would be necessary at the beginning of kin dergarten, but by the end of the third grade, the time had increased to 4. 7 months. When comparing high-risk and low-risk students’ achievement, 2. months of instruction were needed at the beginning of kindergarten, whereas the end of third grade required 7. 8 months (Neuman 80). While Parkinson and Rowan acknowledge variations and possible issues with the data they collected and analyzed, these calculations still show the effects of socioeconomic factors on educational achievement. In a similar study by Stipek and Ryan on disadvantaged preschoolers and academic motivation, this education gap is explored as a result of lack of motivation.Surveying and calculating the academic achievement of several classroom groups in preschool and kindergarten proved a similar gap in academic achievement to that found by Parkinson and Rowan. â€Å"The results of this study paint a clear picture of children from relatively low-income homes beginning school at a considerable academic disadva ntage† (Stipek, 720). Through several cognitive assessments of skills including problem solving, reading, and language skills, this study attempted to identify where students of low socioeconomic backgrounds struggled the most.Statistically significant differences were found in each of these assessments for each age group, so to further investigate these results, motivation and gender factors were researched as well. â€Å"In contrast to the findings on cognitive variables, the results revealed almost no motivation deficits for the economically disadvantaged children† (Stipek 721). What little differences were found connected to gender were rare and did not suggest any real pattern of academic achievement. While this study ooked into gender and motivation as factors in academic achievement differences, these proved insignificant to explain the achievement gap between students of varying socioeconomic backgrounds. Rather than continue to focus on individual factors, like gender and motivation, that had been proven to have little significance in explaining the education gap, other researchers have taken up the banner of family involvement and home environment on children’s academic development.According to McLoyd and Purtell, â€Å"contemporary esearchers tend to interpret links between family income and home environment within an investment model (i. e. , the notion that income is associated with children’s development because it enables families to invest in the human capital of their children by purchasing materials, experiences, and services that benefit the child’s development and well-being) rather than within a cultural deficit model† (Neuman 58). Reasoning behind this focus can be found in the history of urban areas and the families that live in them, presented by Shirley Heath.In the article Oral and Literate Traditions Among Black Americans Living in Poverty, Heath explains, â€Å"in the late 1980’s, nea rly half of all Black children lived in poverty, and most of these, especially in urban areas, grew up in households headed by a mother under 25 years of age who was a school dropout† (Heath, 3). She continues to explain how ethnic groups, linguistic differences, and religious or regional factors can make finding trustworthy childcare difficult for single mothers, putting further financial strain on the environment.Financial strain can have a negative effect on the focus put on education in homes with both parents and/or high socioeconomic status. This can also erode family bonds and leave students more vulnerable to the presence of drugs and other negative inner-city influences. By getting involved in drugs, gangs, and other harmful influences, education is forgotten, crippling academic achievement and future opportunities, and prolonging the cycle of poverty in poor urban households.While Heath explains the prevalence of this cycle of poverty through interviews and personal perspectives she collected, Manuel Bueno explains the many and persistent affects it has on early childhood development. â€Å"A shortfall in early childhood development will have irreversible consequences on individuals’ future lifetime opportunities. This will reverberate later in life in the form of lower quality jobs, lower wages, shorter life-spans, worse health and lower cognitive abilities, thus perpetuating an intergenerational cycle of poverty† (Bueno).Unlike many articles regarding early childhood development, Bueno also acknowledges the importance of non-nuclear family structures, emphasizing the importance of involving a child’s primary caretaker rather than the mother or father. Especially in poor urban areas, a household can include members of the extended family just as often as it can exclude a child’s biological parents. Bueno suggests creating early childhood development programs that are both multi-faceted and family inclusive.The most successful of the programs Bueno suggests is referred to as ‘parenting programs’ that work to include parents in children’s education to give them an active and responsible role in their child’s development, and provide reinforcement at home for the things learned in school. The value of these programs is also emphasized by a number of other authors. Charles R. Greenwood is one of the forerunners in the argument for the ecological-interactional-developmental model that investigates the home environment effects on early childhood development.He explains the Hart and Risley Code used to â€Å"measure individual children’s growth in learning to talk as well as the child’s language environment, consisting of parents’, siblings’, and friends’ talk heard by the child in the home and addressed directly to the child† (Neuman 116). By recording audiotapes of conversations and interactions, Greenwood was able to analyze thes e observations using Hart and Risley Code. Similar observations and analyses were made in classroom settings to study student’s responses to instruction.These findings were compared to those found in the home environment, where Greenwood explains some interesting connections. Through the use of Hart and Risley, Greenwood was able to find that children from families of low-socioeconomic status were spoken to less frequently and with fewer words. Children from similar socioeconomic statuses also scored lower on vocabulary tests and struggled with basic academic skills, which crippled their early literacy and school readiness by kindergarten age. By this research, Greenwood was able to conclude that children from low ocio-economic status were less exposed to language and therefore did not learn as much. Further investigation showed that this put a strain on the children’s school readiness, resulting in an education gap similar to that found by Parkinson and Rowan, which g rows as students’ progress in their schooling. Class wide peer tutoring is a program developed and implemented by several researchers, including Greenwood, to investigate whether or not students of lowsocioeconomic status families respond better to one-on-one instruction with a tutor outside of the classroom.For ninety minutes a day, four days per week, students met with a tutor on top of regular instruction to complete lessons in reading, spelling, and math instruction. Results indicated that these lessons â€Å"significantly improved students’ classroom engagement during instruction and reduced socially inappropriate behavior, while accelerating reading, language, and mathematics performance on standardized tests† (Neuman 125). Once the positive impact of this supplemental instruction was established, further research was conducted with peer-assisted learning strategies in which students share the role of teacher in small reading groups.Thirty-five to forty-fi ve minute sessions were conducted daily, in which students were broken up into groups of three to practice reading aloud to each other. Individual points are awarded and group totals are used to determine a ‘winner’ each day. The immediate affects this peer-assisted strategy were significant increases in accuracy, fluency, and comprehension of the material read by students (Neuman 122). After explaining the details of both the one-on-one tutoring and peer-assisted learning strategies, Greenwood discusses their effectiveness as the results showed about 59% of participants exceeded the achievement of non-participants. Students in urban settings, from low-income backgrounds, and of minority status experienced larger gains than students from suburban middle- to high-income backgrounds† (Neuman 126). It was also noted that younger students were affected greater than older students. This study shows that while peer tutoring and one-on-one instruction outside the classro om can improve student achievement, it cannot be used as a panacea for the achievement gap. While Greenwood put his focus on supplemental instruction programs to improve literacy in students from low socioeconomic households, Come andFredericks chose to investigate the involvement of parents in reading programs. They claim that poor families avoiding schools is frequently perceived by educators to be a lack of parental interest in children’s education and, upon investigation of an inner city Georgia school, found that 45% of the children had no one to read to them at home (Come 567). This school had developed several programs designed to help increase the self-esteem of children through parental encouragement and involvement in literacy development.One program designed to include parents in children’s reading was a monthly rewards system. If a student read with a parent for at least fifteen minutes each day for a month, it was marked on a calendar, submitted to the tea cher, and the student was rewarded for his or her accomplishment, boosting confidence and reading proficiency. This program was assisted by a school wide book exchange, in which the students themselves improved access to new reading material. When they brought two books to school, they could exchange one book for a book to keep and the other for a book to donate to their classroom library† (Come 569). Accompanied by a cross-age reading program that paired students in different grades for cooperative reading groups, this book exchange reinforced by parental involvement proved to have significant improvements on children’s reading aptitude in the inner city Georgia school. These programs proved to be useful in the development of student’s reading ability and confidence, as well as the involvement of parents in their children’s education.However, inner-city schools are frequently a melting pot of ethnicities and languages, which can put more strain on childre n’s education if schools do not include language development in reading programs. In a study done by William Louden, a project called Literacy in its Place was investigated to compare literacy programs in rural and urban schools. Initial research â€Å"suggested that the reported difference in urban and rural scores could be explained by differences in social class distribution between the country and the city† (Louden 1).When these factors were taken into account, surprisingly little significance was found. Instead, it was found that children from working class homes, specifically homes in which English is a second language or dialect, were more academically disadvantaged than other students. Louden focuses the rest of his research on professional development for teachers to better assist multilingual students and their parents become actively involved in mastering the English language and developing reading skills. While this supports the consensus of the previously discussed authors that hildren from low-income homes struggle more with school, it introduces language development as a new focus for further research. Mahiri and Sablo introduce research into language as a factor in academic achievement and literacy by investigating the voluntary writing of African American students in a California high school. â€Å"This study was initiated because, in our overall quest to look at ways that African American and youth culture could be used as a bridge to writing development, we wanted to learn more about the kinds of writing these students do for their own purposes outside of school† (Mahiri 165).In this case, writing is seen as an outlet through which students are free to express themselves in whatever vernacular they are most comfortable with, without conforming to school standards or expectations. By investigating students’ use of language in out-of-school settings, Mahiri and Sablo hoped to better link what schools view as importa nt and meaningful in lessons, and what students find meaningful in their daily lives.In this study, it was found that minority students were predominantly in basic and academic classes, as opposed to honors or advanced placement, and performing well below the average scores on standardized tests. Statistics provided by the school, which remained unnamed, showed a 44% failure rate for African American students that began as freshman there. Through an analysis of several pieces of literature written by the students included in the research, and the methods for instruction used by their teachers, little connection was found to suggest culturally relevant topics were being included in instruction.Students were applying information obtained at school to improve their skills and express themselves, but instructors made little effort to do the same. The teachers included in the study recognized that urban culture and schools were changing and that these changes would require them to adjust as well, but were having trouble doing so. Mahiri and Sablo also recognize that including culturally relevant material in school instruction and literacy activities would not solve the problems students faced with literacy development.However, their research suggests that it may help with the development of language and reading skills by giving students something that they can relate to and understand based on their own interests. Ernest Morrell addresses this in the article, Toward a Critical Pedagogy of Popular Culture: Literacy Development among Urban Youth. Ernest Morrell, a former teacher in urban schools, claims that low academic achievement is not the result of a lack of interest, intelligence, or other personal factors in urban students.Instead, he suggests that the issue lies with a lack of access to curriculum and resources. Working from the correlation Mahiri found with urban youth literacy practices and the types of practices emphasized by schools, Morrell suggests that â€Å"any investigation of popular culture must emanate from and serve the interests of members of marginalized groups†¦where students and teachers learn from and with one another while engaging in authentic dialogue that is centered on the experiences of urban youth as participants in and creators of popular culture† (Morrell 2).As an example, he explains programs he designed and used in his own classroom, where hip-hop culture, popular film, and the media were incorporated into each unit. When beginning a unit on English poetry, Morrell introduced the importance of learning the context in which poetry was written to obtain a better understanding of the literature. The same idea was applied to hip-hop and rap music that students in the class were familiar with.For the final project, students were given rap songs to choose from and interpret based on contextual concepts and interpretations that apply to English poetry. As a result, students were inspired to create their own rap/poetry, and were able to better engage with the material because it was tied to larger social issues they could relate to. A similar idea was used in units on popular film and current media. Several movies related to books and assigned reading material were watched in class while students took notes comparing characters, writing styles, and story structure.News segments were also watched to help students analyze portrayals of stories in the media, conduct interviews, and complete a research project on a current topic in the news. Based on his observations of the students in his classroom, Morrell found that â€Å"critical teachers and teacher educators can use classroom-based research to prove that there are ways to meet the challenges the new century offers and turn them into opportunities to connect to the worlds of students, to promote academic achievement, and to prepare students for critical citizen ship in a multicultural democracy† (Morrell 4).Through an inves tigation of current studies being done on reading programs and language development in urban schools, it is easy to see what students struggle with and why. Students from urban neighborhoods tend to be poor working families where English may not be the primary language. Some researchers have interpreted the struggles of these students as a lack of involvement from parents and programs have been designed to better include them in their child’s education. While these have proven to be somewhat successful, they do not solve any issues beyond increasing parental involvement.Other less successful programs have been designed to increase students’ access to school resources, thinking that increased access will increase reading comprehension and proficiency. While this also proved somewhat successful, it can only be applied to schools where budget issues do not limit those resources. Family structure, student motivation, and gender have also been investigated as possible facto rs in the literacy of urban youth, but proved to have an insignificant effect.The most successful research and program development has been a result of combined individually researched ideas. Developing programs that incorporate popular culture has proven to engage students better than regular classroom material and often on more a personal level. Peer tutoring and other cooperative learning programs have proven to be somewhat successful because they allow students to encourage each other in their responsibilities, but this can by further increased by the inclusion of popular culture in the material.These ideas, in addition to increasing parental involvement and increasing students’ access to resources, have had the most significant impact on education and literacy development. It is the incorporation of urban culture into education that further research should be conducted on. By understanding what is important and relevant to students and including that in their education, a platform can be created from which literacy and language skills can be developed.

Indicate a Person Who Has Had a Significant Influence on Me Essays

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The Horses in All the Pretty H essays In his novel, All the Pretty Horses, Cormac McCarthy presents us with a young mans journey through the regions of the unknown into adulthood. This novel, at once a western, a coming of age story, and a picturesque adventure, gives the story of John Grady Cole, the last in a long line of west Texas ranchers. As McCarthy moves through this tale, one finds that humans do not remain its sole motivators. As the title suggests, horses play an intricate part in the development of the storyline. In fact, the novel is centered around horses. Throughout, one finds the characters riding horses, rescuing horses, catching horses, breeding horses, talking about horses and even pondering their nature. The horses in All the Pretty Horses serve as the center around which the novel grows and depends. McCarthy introduces John Grady Cole, 16, at his Grandfathers wake held at his familys small Texas ranch. In this first chapter, John finds that, despite numerous efforts on his part, his estranged mother intends to sell the family ranch that she has inherited from the grandfather. In addition, Johns father, Cole, and his mother have recently divorced; thusly, Cole has given up any rights to the land and is unable to keep the familys land. With no apparent future in Texas, and sensing the threat a new era upon the traditional cowboy life that he values, John urges his friend Rawlins to accompany him to Mexico. Before reaching the border, they meet Jimmy Blevins, an even younger boy, who rides a magnificent bay. The three boys continue on into Mexico where they become vaqueros at the Hacienda de Nuestra Senora de la Purisima Conception. John meets Alejandra there, the daughter of the hacendado. Eventually, we find that these star-crossed lovers are not meant to be. John and his friends are thrown in prison for stealing a horse that had belonged to Blevins. In actuality, it is Alejandras father who turns...

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