How to Make a Rubric for Differentiation

How to Make a Rubric for Differentiation Rubrics are rules or a way to explicitly lay out expectations for an assignment, and the means to evaluate or grade an assignment using a point system. Rubrics work very well for differentiated instruction, as you can establish different levels of performance for general education students and for children receiving special education services. As you start making your rubric, think about the things you need to know to assess a students performance on a project/paper/group effort. You need to create four or more categories to evaluate and then establish the criteria for each score. You can format your rubric as a questionnaire or as a chart. Be sure it is clearly written, as you want to give it to your students and review it as you introduce the assignment. When you are done, you can tailor your use of the information for the following: IEP data collection, especially for writing.Your grading/reporting format: i.e., 18 of 20 points is 90% or an A.To report to parents or students. A Simple Writing Rubric The numbers suggested are good for 2nd or 3rd-grade assignments. Adjust for the age and ability of your group. Effort: Does the student write several sentences on the topic? 4 points: Student writes 5 or more sentences about the topic.3 points: Student writes 4 sentences about the topic.2 points: Student writes 3 sentences about the topic.1 point: Student writes 1 or 2 sentences about the topic. Content: Does the student share enough information to make the writing selection interesting? 4 points: Student shares 4 or more facts about the subject3 points: Student shares 3 facts about the subject2 points: Student shares 2 facts about the subject1 point: Student shares at least one fact about the subject. Conventions: Does the student use correct punctuation and capitalization? 4 points: Student begins all sentences with capitals, capitalizes proper nouns, no run on sentences and correct punctuation, including one question mark.3 points: Student begins all sentences with capitals, one or fewer run-on sentences, 2 or fewer errors in punctuation.2 points: Student begins sentences with capitals, ends with punctuation, 2 or fewer run-on sentences, 3 or fewer errors in punctuation.1 point: Student uses capital letters appropriately at least once, ends with punctuation. This rubric needs at least 2 more categories- it is easiest to score them with a possible 20 points. Consider Style, Organization or Focus. Rubrics in Table Form A table is a great way to clearly organize and present a rubric. Microsoft Word provides an easy table tool to lay out a rubric. For an example of a table rubric, please see a table rubric for a report on animals.

Samford University Admissions Facts - What It Takes

Samford University Admissions Facts - What It Takes With a high acceptance rate of over 90 percent, Samford University in Birmingham, Alabama may appear to be accessible to almost all of those who apply each year. That said, students who are admitted tend to have grades and standardized test scores at or above average. Along with an application and test scores, interested students will need to submit letters of recommendation and a personal essay. You can calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) Samford University Acceptance Rate: 91  percentGPA, ACT and SAT Graph for Samford AdmissionsTest Scores: 25th / 75th PercentileSAT Critical Reading: 520 / 620SAT Math: 500 / 618SAT Writing: - / -What these SAT numbers meanCompare Alabama SAT scoresSouthern Conference SAT score comparisonACT Composite: 23 / 29ACT English: 24  / 31ACT Math: 21 / 27What these ACT numbers meanCompare Alabama ACT scoresSouthern Conference ACT score comparison Samford University Description Samford University is the largest private university in Alabama. Located in Birmingham, Stamford has students from 47 states and 16 countries. The university was founded by Baptists and 1841 and maintains its identity as a Christian university. Undergraduates can choose from 138 majors; nursing and business administration are the most popular. The university has a 12 to 1 student/faculty ratio, and despite the universitys masters and doctoral programs, no classes are taught by graduate assistants. Samfords tuition and fees are less than many comparable private institutions, and the school often ranks highly among best value colleges. On the athletic front, the Samford University Bulldogs compete in the NCAA Division I  Southern Conference. Enrollment (2016) Total Enrollment: 5,471  (3,341 undergraduates)Gender Breakdown: 35 percent male / 65 percent female96 percent full-time Costs (2016-17) Tuition and Fees: $29,402Books: $1,000 (why so much?)Room and Board: $9,830Other Expenses: $4,664Total Cost: $44,896 Samford University Financial Aid (2015 -16): Percentage of New Students Receiving Aid: 97  percentPercentage of New Students Receiving Types of AidGrants: 96 percentLoans: 35  percentAverage Amount of AidGrants: $14,122Loans: $8,953 Academic Programs: Most Popular Majors:  Accounting, Biology, Business Administration, Family Studies, History, Journalism, Nursing, Psychology, Teacher Education What major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation and Retention Rates: First Year Student Retention (full-time students): 89 percent4-Year Graduation Rate: 59 percent6-Year Graduation Rate: 73 percent Intercollegiate Athletic Programs: Mens Sports:  Golf, Football, Basketball, Baseball, Cross Country, Track and Field, TennisWomens Sports:  Soccer, Softball, Tennis, Volleyball, Basketball, Golf, Cross Country If You Like Samford University, You May Also Like These Schools: Auburn University: Profile | GPA-SAT-ACT GraphVanderbilt University: Profile | GPA-SAT-ACT GraphUnion University: Profile  University of Georgia: Profile | GPA-SAT-ACT GraphMississippi State University: Profile | GPA-SAT-ACT GraphUniversity of Alabama: Profile | GPA-SAT-ACT GraphTroy University: Profile  University of Mississippi: Profile | GPA-SAT-ACT GraphClark Atlanta University: Profile | GPA-SAT-ACT GraphUniversity of North Alabama: Profile  Furman University: Profile | GPA-SAT-ACT GraphBerry College: Profile | GPA-SAT-ACT Graph Samford University and the Common Application Samford University uses the  Common Application. These articles can help guide you: Common Application essay tips and samplesShort answer tips and samplesSupplemental essay tips and samples Data Source: National Center for Educational Statistics

List given to choose from Research Paper Example | Topics and Well Written Essays - 1250 words

List given to choose from - Research Paper Example Brian Turner is an American army veteran who served the army for seven years. He was assigned in Bosnia in 1999 and Herzegovina in 2000. Later, in 2004 he served as a team leader in the first Stryker brigade sent to Iraq, and was stationed near Mosul for much of 2004. As a poet, Turner’s contributions to war poetry, as Clover and Brouer note, are his earnest and proficient observations of war, which the audience would not find in a press release. In his poems, Turner provides his reflections of war apart from the Yeatsian style, which is said to â€Å"negotiate between the expectations of antiwar audience and the demands of American poetry as a national genre† (Metres 14). Instead, Turner employs seriality in his poems. The term seriality was first introduced by Jean-Paul Sarte and was later used by Iris Marion Young to refer to the collectivity of women â€Å"based on social experiences† (Zack 139). In this paper, the term seriality is used not just to refer to women but to a group of people with the same experiences, particularly soldiers or promoters of peace. In â€Å"Here, Bullet,† one can conceive the seriality among soldiers, not just American soldiers. The persona in the poem is a soldier who challenges bullet in his body to take his life, saying, â€Å"I dare you to finish what you have started. ..triggering my tongue’s explosives for the riffling I have inside of me† (8-9, 12-13). By talking to the bullet this way, the persona embodies every soldier’s view of life and death. Turner does not limit the identity of his persona to an American soldier. There are no descriptions to identify the soldier’s nationality. As such, the poem achieves universality as it deals with the struggles of soldiers for life. The seriality in Turner’s poems leads the audience to empathize with soldiers and feel resistance to war. The poem does not limit the audience to share the author’s political view of war. Instead, the poem guide the readers to gain personal insights and understanding of the issue by submerging them into the experience and not just soliciting reactions or observations as other poems usually do. This view of the audience as active participants in the experience is in accordance with Adorno’s view (Metres 13). Specifically, in Turner’s award-winning poem, â€Å"Here, Bullet,† the author powerfully uses the first-person perspective to address a bullet that is supposed to cause the persona’s death. The persona uses an implied personification and talks straight to the bullet, saying, Because here, Bullet,/here is where I complete the word you bring (9-10). As the readers recite the poem, they are led to assume the persona’s identity by the use of â€Å"I.† Addressing an inanimate object such as a bullet signifies a one-sided conversation that captures the interest of the readers to engage in the communication either as the per sona or the addressee. Unlike in a monologue where the persona controls his/her thoughts as he/she addresses him/herself, the dialogue allows the audience to participate as either the persona or the addressee, thus achieving seriality not only among soldiers but peacemakers alike. Turner’s use of polyvocal collage invites the readers to be active participants to the war experience or the journey. The term polyvocal collage suggests the use of different speakers in the

Health & Safety Management Essay Example | Topics and Well Written Essays - 3500 words

Health & Safety Management - Essay Example Examples of chemical hazards include benzene, hydrogen sulphide, etc. Ergonomic hazards arise when there is a mismatch between the task being performed and the human abilities. Examples of ergonomic hazards include lifting or pushing heavy objects. Physical hazards are forms of energy that can adversely affect the health and safety of an employee by their interaction with the human body. Examples of physical hazards include noise, radiation, etc. Psychosocial hazards arise by interaction of employees with peers or other people. Examples of psychosocial hazards include stress. Occupational health hazards, such as the ones described above have chronic effects and symptoms often take long time to develop or become apparent. Examples of adverse health effects arising from such hazards include asbestosis; a form or lung cancer that develops from inhalation of asbestos fibres, noise induced hearing loss; a permanent form of loss in hearing caused by prolonged exposure to noise, repetitive strain injuries; a form of musculoskeletal disorders caused by repetition of strenuous work, stress; caused by social interaction, or illness caused by E. coli infection. Some health effects, such as asbestosis or noise induced hearing loss take long time to become apparent and are often late for remedial action. Other risks exist in the working environments that have acute effects on the health and safety of employees. These hazards arise from unsafe conditions that exist in the working environment. Examples of such hazards include trips and falls, accidents, etc. Health and Safety Executive (HSE) has reported cases of adverse health effects from virtually every hazard that exists in the working environment. These hazards not only adversely affect the health and safety of employees, but also cause lost time to employers and costs in terms of compensation or treatment. Many of these hazards have caused fatalities and permanent disabilities. Such losses affect the

The first act in Hobsons Choic Essay Example for Free

The first act in Hobsons Choic Essay Willies speech tells the reader that Will is now a successful businessman and that he is able to control his own business. The playwright shows us this change by making the character use more complex speeches. In the fourth act, Willies responses towards Hobson a much more lengthy than they were and they is not the same as his limited, one word answers in the first act. This shows the reader that he has become more confident to talk to people in a class higher than his own, and he has a larger vocabulary and he is much more fluent. He tells Hobson how he expects his business to go on into St.Annes square in the future. In act four, the reader also finds out how much Willie has changed from the way he talks to Hobson about the new name of the boot shop. Willie tells Hobson that the name of the shop shall be, William Mossop, late Hobson. Maggie does not agree and Hobson realises that Willie is trying to take over the whole business. At this point, Hobson says, Just wait a bit. I want to know if Im taking this in alright. Im to be given a half-share in my own business on condition I take no part in running it. Is that what you said? Willie replies, Thats it, as if to imply that Hobson is not to have any part in the business. This portrays Willies confidence in speaking to people like Hobson and shows the reader how much his attitude has changed. In act four, Willie is much more fluent with his words and his new vocabulary suggests that he has been educated well by Maggie. He talks about things in a more serious manner. He does not speak in a comical way, or use any phrases that would make him look dim-witted. Also, the way in which he controls his business in Oldfield Road suggests his education has improved dramatically. Maggies education and influence on Will have had a positive effect on him. Unlike the first act, he is now clear about his ambitions and his future. This is shown by his attitude towards his business and the way he handles Hobsons offer of partnership. At the end of act four, Maggie and Will show their love towards each other. In the first act Will Mossop is a reluctant player in Maggies game plan. By the end of act four, he loves her and can appreciate what she has done for him. The last phrase in act four, shows that Will Mossop still hasnt completely grown out of his comical attitude, by saying, Well, By gum! This ends the play. In contrast to the early scenes, I chose to show Willie Mossop as a confident, successful businessman. Firstly, I used a different costume and I wore a three-piece suit with a top hat under my arm. Secondly, when I spoke to Mr Hobson I was fluent and I looked him in the eye. In this act, I changed my timorous attitude to a confident attitude. I proved this by having my shoulders back and being in a closer space. I even deliberately placed Maggie behind me on stage, to show that I was now the person in charge.

Smoking: I Can Stop Whenever I Want :: essays research papers

Smoking: I Can Stop Whenever I Want Good afternoon, I can stop whenever I want. Does that sound familiar to you? if it does you are probably part of the 80% smokers who are teens. And studies show, that young smokers are likely to start doing drugs, selling drugs, and so forth. Young smokers start smoking at 12 or 13 just to get a taste of what it's like. Some of them find it disgusting and unhealthy and some find it cool usually because their peers introduced it to them. Tobacco use kills about 420,000 smokers each year. Recent studies also indicate that about 53,000 non smokers die each year from second hand smoking. You surprised heh? You shouldn't be, because all of those anti tobacco commercials on Television and on every single pack of cigarettes isn't there for nothing. It's there to prevent all of you teens to get hooked on cigarettes or even think about starting to smoke. Smoking is legal almost everywhere in the world, but it shouldn't be because Marijuana smoking isn't. Cigarettes are addictive and they usually lead the smoker to marijuana use or to other kind of drugs. That's why I think that young teenagers shouldn't start smoking at young age. All of you people out there who think that they can stop whenever they want, well I have news flash for you. 1 out of 10 smokers succeed in quitting smoking in United-States. Everyone thinks that they have an iron will and they keep on delaying the time to stop, I'll just stop as my new year resolution, I'll stop in a month, a week, a year. Smoking is really hard to quit, it's an addictive habit and you really need an iron will to stop it. There are also a few consequences I think I should mention from ciggarette smoking. First of all, as you all know, ciggarette smoking turns your teeth yellow so you can forget about those perfect teeth with the crest smile. The second consequence is, smoking costs around 4 $ a day for a normal smoker which comes up to 2500 $ per year, think what you could do with all that

What Are the Main Problems Associated with Using Plastic Bags?

Module code: FC 5012T Title: Skills for Study 1 Assignment question: What are the main problems associated with using plastic bags? Identify solutions to reduce these problems. Word count: 742 Tutor name: Bird, Marianne City University Number: 110065767 Submission Date: 26/10/2011 Plastic bags have been used on a daily basis since 1977 (Williamson, 2003) as a means of carrying items such as groceries as they are not only convenient but also cheap. However, the over-use of plastic bags has posed significant threats to the environment in recent times as they are non-biodegradable and also a threat to wildlife.The primary reason for this concern is that plastics bags are not re-used, but simply disposed of in landfills. These problems have both social and environmental impacts that are of global concern. This essay will begin by illustrating the problems associated with plastic bags, followed by the various ways in which society can hope to resolve this dilemma. The manufacturing proces s of plastic bags commences with the extraction of and handling of raw materials.Large amounts of energy are required to extract crude oil, and most of the electricity used in the process of manufacturing the plastic used in these bags comes from coal-fired power plants (Greenfeet, 2004). The fundamental components of manufacturing plastic bags are petroleum and natural gases (Lajeunesse, 2004), whereby 4% of the world’s total oil production is used in the production of plastic bags (Greenfeet 2004). The toxic emissions and consequently air pollution of chemicals and carbon dioxide during the production of plastic bags presents a serious concern for the environment.According to the Institute for Lifecycle Environmental Assessment (1990), the manufacturing of two plastic bags produces 1. 1 kg of atmospheric pollution, which contributes to acid rain and smog. Plastic bags are normally shipped to different consumer countries which also in turn has a harmful impact on to the envi ronment due to excessive emissions of pollutants such as sulphur (Long and Wagner, 2000). Each year there is an increase in demands for plastic bags, and therefore more are shipped, creating further environmental pollution concerns.This increase in demand has lead to the phenomenal upsurge in the use and misuse of plastic bags globally, both in developed and developing countries. Statistics show that 4 to 5 trillion plastic bags are produced per annum, whereby North America and Western Europe account for nearly 80% (Geographical, 2005; Reusable Bags, 2005). Cheeseman (2007) states that approximately â€Å"380 billion plastic shopping bags are used in the United States annually†; in turn, only 0. 6% of this is recycled. Almost 96% of plastic bags are disposed of in landfills (Williamson, 2003).This leads up to another problem as plastic bags are non-biodegradable – in other words, plastic bags do not biodegrade for over a thousand years (Stevens 2001). Plastic bags may also land in farms and in oceans which have an impact on the wildlife. Livestock such as cows may eat plastic bags while grazing. These pose a threat if ingested as they may tangle in their stomachs, causing serious injuries and potentially death (Dreyer et al, 1999; Rasmussen 1999). Each year over a billion birds and mammals die due to the ingestion of plastic bags (Baker, 2002).Many of these issues however, can be addressed and even resolved in several ways. Nowadays, a number of countries have begun to impose taxes on plastic bag consumption, with few even banning the use of plastic bags altogether. In Ireland a 15% tax has now been levied on the consumption of plastic bags, which has resulted in a 90% fall in plastic bag consumption. Many Asian and African countries, including China have also issued new policies on the banning of plastic bags (Ganster 2010 and Hill 2010). Some countries are now making new, more environmentally-friendly paper bags.These bags are biodegradable whi ch means will be able to biodegrade significantly faster compared to regular plastic bags. In Uganda, bags are now made out of banana leaves, making them more eco-friendly and are in themselves biodegradable (Hill 2010). Countries such as the USA have now begun implementing recycling programmes. However, its success has been limited as such services are not yet widely available (McKinney and Schoch, 2003) and the plastic used in the production of these bags are not easily recyclable. In conclusion, the problems presented by such plastic bags lie throughout he production line: from the production process to the way in which plastic bags are overly consumed, through to the ways in which they are disposed of. Although several solutions have been implemented to mitigate the issues caused by plastic bags, there is still much to be done to reduce future, drastic consequences to both society and ultimately the environment. Marquita K. Hill (2010). Understanding environmental pollution  . 3rd ed. United Kingdom: Cambridge university press. p345-346. Linda A. Mooney/ David Knox/ Caroline Schacht (2010). Understanding social problems. th ed. United states of America: Linda Schreiber-Ganster. p485. Hansard (2007), â€Å"Parliamentary Debates â€Å",  Kenya National Assembly Official Record,  Jul 25, pp. 15-17. Baker, R. 2002. â€Å"Ministerial Brief: Plastic Bag Levy. † Website. Accessed October 22,2011. http://sres. anu. edu. au/people/richard_baker/examples/briefing/minty/Minty. html Geographical. 2005. â€Å"Waste: An Overview. † Geographical 77(9): 34-35. Greenfeet. 2004. â€Å"Paper vs. Plastic – The Shopping Bag Debate. † Website. Accessed November 20, 2005. http://www. greenfeet. net/newsletter/debate. shtmlLajeunesse, S. 2004. â€Å"Plastic Bags. † Chemical and Engineering News 82(38): 51. McKinney, M. L. , and R. N. Schoch. 2003. Environmental Science: Systems and Solutions. Mississauga, ON: Jones and Bartlett Publisher s. Reusable Bags. 2005. â€Å"Facts and figures regarding the true cost of plastic bags. † Website. Accessed October 25, 2011. http://www. reusablebags. com/facts. php Long, R. , and M. Wagner. 2000. â€Å"Report Finds Ships the Dirtiest Transportation Source, Causing Smog at Sea and in Port: Lawsuit Filed Against EPA for Failure to Regulate Large Ship Emissions. Website. Accessed November 28, 2005. http://www. commondreams. org/news2000/0717-07. htm Reusable Bags. 2005. â€Å"Facts and figures regarding the true cost of plastic bags. † Website. Accessed November 27, 2005. http://www. reusablebags. com/facts. php Stevens, E. 2001. Green Plastics: An Introduction to the New Science of Biodegradable Plastics. Princeton, NJ: Princeton University Press. Williamson, L. J. 2003. â€Å"It’s Not My Bag, Baby! † On Earth: Environmental Politics People 25(2) (June): 32-34.

A Household’s Decision on Child Labor

Respitory systek This dissertation seeks to understand the mechanism of a household's decision on child labor and educational investment by proposing a theoretical framework, examining the empirical evidence, and providing policy evaluation and recommendations. In the theoretical framework, it addresses the factors related to the educational investment and child labor such as living below the subsistence level of consumption (poverty), the opportunity cost of education (the child's wage), and the return to education.The first chapter focuses on the household's educational investment decision over the life cycle and addresses the effect of birth order on the educational attainment and child labor supply under binding budget and credit constraints. The empirical evidence from Tanzania suggests there are ‘delays' in schooling for the latter-born children and ‘school dropout' for the earlier-born children. In the second chapter, it empirically estimates the labor supply for c hildren in the family farm in Tanzania.The supply curve is downward sloping, suggesting that poverty is the main cause of child labor. The third chapter focuses on the evaluation of specific policies designed to encourage the educational investment for girls — the reduction of tuition and the provision of a stipend in Bangladesh. This program is intended to promote the female education by lowering the cost of schooling. It evaluates the long-term effect of the program by estimating the effect on completed years of schooling, age of marriage, and labor force participation of married women.This dissertation seeks to understand the mechanism of a household's decision on child labor and educational investment by proposing a theoretical framework, examining the empirical evidence, and providing policy evaluation and recommendations. In the theoretical framework, it addresses the factors related to the educational investment and child labor such as living below the subsistence leve l of consumption (poverty), the opportunity cost of education (the child's wage), and the return to education.The first chapter focuses on the household's educational investment decision over the life cycle and addresses the effect of birth order on the educational attainment and child labor supply under binding budget and credit constraints. The empirical evidence from Tanzania suggests there are ‘delays' in schooling for the latter-born children and ‘school dropout' for the earlier-born children. In the second chapter, it empirically estimates the labor supply for children in the family farm in Tanzania.The supply curve is downward sloping, suggesting that poverty is the main cause of child labor. The third chapter focuses on the evaluation of specific policies designed to encourage the educational investment for girls — the reduction of tuition and the provision of a stipend in Bangladesh. This program is intended to promote the female education by lowering the cost of schooling. It evaluates the long-term effect of the program by estimating the effect on completed years of schooling, age of marriage, and labor force participation of married women.This dissertation seeks to understand the mechanism of a household's decision on child labor and educational investment by proposing a theoretical framework, examining the empirical evidence, and providing policy evaluation and recommendations. In the theoretical framework, it addresses the factors related to the educational investment and child labor such as living below the subsistence level of consumption (poverty), the opportunity cost of education (the child's wage), and the return to education.The first chapter focuses on the household's educational investment decision over the life cycle and addresses the effect of birth order on the educational attainment and child labor supply under binding budget and credit constraints. The empirical evidence from Tanzania suggests there are ‘del ays' in schooling for the latter-born children and ‘school dropout' for the earlier-born children. In the second chapter, it empirically estimates the labor supply for children in the family farm in Tanzania.The supply curve is downward sloping, suggesting that poverty is the main cause of child labor. The third chapter focuses on the evaluation of specific policies designed to encourage the educational investment for girls — the reduction of tuition and the provision of a stipend in Bangladesh. This program is intended to promote the female education by lowering the cost of schooling. It evaluates the long-term effect of the program by estimating the effect on completed years of schooling, age of marriage, and labor force participation of married women.This dissertation seeks to understand the mechanism of a household's decision on child labor and educational investment by proposing a theoretical framework, examining the empirical evidence, and providing policy evaluat ion and recommendations. In the theoretical framework, it addresses the factors related to the educational investment and child labor such as living below the subsistence level of consumption (poverty), the opportunity cost of education (the child's wage), and the return to education.The first chapter focuses on the household's educational investment decision over the life cycle and addresses the effect of birth order on the educational attainment and child labor supply under binding budget and credit constraints. The empirical evidence from Tanzania suggests there are ‘delays' in schooling for the latter-born children and ‘school dropout' for the earlier-born children. In the second chapter, it empirically estimates the labor supply for children in the family farm in Tanzania.The supply curve is downward sloping, suggesting that poverty is the main cause of child labor. The third chapter focuses on the evaluation of specific policies designed to encourage the educationa l investment for girls — the reduction of tuition and the provision of a stipend in Bangladesh. This program is intended to promote the female education by lowering the cost of schooling. It evaluates the long-term effect of the program by estimating the effect on completed years of schooling, age of marriage, and labor force participation of married women.This dissertation seeks to understand the mechanism of a household's decision on child labor and educational investment by proposing a theoretical framework, examining the empirical evidence, and providing policy evaluation and recommendations. In the theoretical framework, it addresses the factors related to the educational investment and child labor such as living below the subsistence level of consumption (poverty), the opportunity cost of education (the child's wage), and the return to education.The first chapter focuses on the household's educational investment decision over the life cycle and addresses the effect of b irth order on the educational attainment and child labor supply under binding budget and credit constraints. The empirical evidence from Tanzania suggests there are ‘delays' in schooling for the latter-born children and ‘school dropout' for the earlier-born children. In the second chapter, it empirically estimates the labor supply for children in the family farm in Tanzania.The supply curve is downward sloping, suggesting that poverty is the main cause of child labor. The third chapter focuses on the evaluation of specific policies designed to encourage the educational investment for girls — the reduction of tuition and the provision of a stipend in Bangladesh. This program is intended to promote the female education by lowering the cost of schooling. It evaluates the long-term effect of the program by estimating the effect on completed years of schooling, age of marriage, and labor force participation of married women. A Household’s Decision on Child Labor This dissertation seeks to understand the mechanism of a household's decision on child labor and educational investment by proposing a theoretical framework, examining the empirical evidence, and providing policy evaluation and recommendations. In the theoretical framework, it addresses the factors related to the educational investment and child labor such as living below the subsistence level of consumption (poverty), the opportunity cost of education (the child's wage), and the return to education.The first chapter focuses on the household's educational investment decision over the life cycle and addresses the effect of birth order on the educational attainment and child labor supply under binding budget and credit constraints. The empirical evidence from Tanzania suggests there are ‘delays' in schooling for the latter-born children and ‘school dropout' for the earlier-born children. In the second chapter, it empirically estimates the labor supply for children in the fa mily farm in Tanzania.The supply curve is downward sloping, suggesting that poverty is the main cause of child labor. The third chapter focuses on the evaluation of specific policies designed to encourage the educational investment for girls — the reduction of tuition and the provision of a stipend in Bangladesh. This program is intended to promote the female education by lowering the cost of schooling. It evaluates the long-term effect of the program by estimating the effect on completed years of schooling, age of marriage, and labor force participation of married women.This dissertation seeks to understand the mechanism of a household's decision on child labor and educational investment by proposing a theoretical framework, examining the empirical evidence, and providing policy evaluation and recommendations. In the theoretical framework, it addresses the factors related to the educational investment and child labor such as living below the subsistence level of consumption (poverty), the opportunity cost of education (the child's wage), and the return to education.The first chapter focuses on the household's educational investment decision over the life cycle and addresses the effect of birth order on the educational attainment and child labor supply under binding budget and credit constraints. The empirical evidence from Tanzania suggests there are ‘delays' in schooling for the latter-born children and ‘school dropout' for the earlier-born children. In the second chapter, it empirically estimates the labor supply for children in the family farm in Tanzania.The supply curve is downward sloping, suggesting that poverty is the main cause of child labor. The third chapter focuses on the evaluation of specific policies designed to encourage the educational investment for girls — the reduction of tuition and the provision of a stipend in Bangladesh. This program is intended to promote the female education by lowering the cost of schoolin g. It evaluates the long-term effect of the program by estimating the effect on completed years of schooling, age of marriage, and labor force participation of married women.This dissertation seeks to understand the mechanism of a household's decision on child labor and educational investment by proposing a theoretical framework, examining the empirical evidence, and providing policy evaluation and recommendations. In the theoretical framework, it addresses the factors related to the educational investment and child labor such as living below the subsistence level of consumption (poverty), the opportunity cost of education (the child's wage), and the return to education.The first chapter focuses on the household's educational investment decision over the life cycle and addresses the effect of birth order on the educational attainment and child labor supply under binding budget and credit constraints. The empirical evidence from Tanzania suggests there are ‘delays' in schooling for the latter-born children and ‘school dropout' for the earlier-born children. In the second chapter, it empirically estimates the labor supply for children in the family farm in Tanzania.The supply curve is downward sloping, suggesting that poverty is the main cause of child labor. The third chapter focuses on the evaluation of specific policies designed to encourage the educational investment for girls — the reduction of tuition and the provision of a stipend in Bangladesh. This program is intended to promote the female education by lowering the cost of schooling. It evaluates the long-term effect of the program by estimating the effect on completed years of schooling, age of marriage, and labor force participation of married women.This dissertation seeks to understand the mechanism of a household's decision on child labor and educational investment by proposing a theoretical framework, examining the empirical evidence, and providing policy evaluation and recommend ations. In the theoretical framework, it addresses the factors related to the educational investment and child labor such as living below the subsistence level of consumption (poverty), the opportunity cost of education (the child's wage), and the return to education.The first chapter focuses on the household's educational investment decision over the life cycle and addresses the effect of birth order on the educational attainment and child labor supply under binding budget and credit constraints. The empirical evidence from Tanzania suggests there are ‘delays' in schooling for the latter-born children and ‘school dropout' for the earlier-born children. In the second chapter, it empirically estimates the labor supply for children in the family farm in Tanzania.The supply curve is downward sloping, suggesting that poverty is the main cause of child labor. The third chapter focuses on the evaluation of specific policies designed to encourage the educational investment for girls — the reduction of tuition and the provision of a stipend in Bangladesh. This program is intended to promote the female education by lowering the cost of schooling. It evaluates the long-term effect of the program by estimating the effect on completed years of schooling, age of marriage, and labor force participation of married women.This dissertation seeks to understand the mechanism of a household's decision on child labor and educational investment by proposing a theoretical framework, examining the empirical evidence, and providing policy evaluation and recommendations. In the theoretical framework, it addresses the factors related to the educational investment and child labor such as living below the subsistence level of consumption (poverty), the opportunity cost of education (the child's wage), and the return to education.The first chapter focuses on the household's educational investment decision over the life cycle and addresses the effect of birth order on the educational attainment and child labor supply under binding budget and credit constraints. The empirical evidence from Tanzania suggests there are ‘delays' in schooling for the latter-born children and ‘school dropout' for the earlier-born children. In the second chapter, it empirically estimates the labor supply for children in the family farm in Tanzania.The supply curve is downward sloping, suggesting that poverty is the main cause of child labor. The third chapter focuses on the evaluation of specific policies designed to encourage the educational investment for girls — the reduction of tuition and the provision of a stipend in Bangladesh. This program is intended to promote the female education by lowering the cost of schooling. It evaluates the long-term effect of the program by estimating the effect on completed years of schooling, age of marriage, and labor force participation of married women.

Black Reconstruction by Debois essays

Black Reconstruction by Debois essays "BLACK RECONSTRUCTION" BY W.E.B DUBOIS Black Reconstruction was written by William Edward Burghardt DuBois and first published in New York: Harcourt, Brace in 1935,and later in New York : Atheneum ; Toronto : Maxwell Macmillan Canada ; New York : Maxwell Macmillan International, 1992 W.E.B.DuBois was born on 23rd February, 1868 in Great Barrington, Massachusetts, just five years after slavery was officially abolished in the United States. Great Barrington had at that time had only about 25-50 blacks among the 5000 or so population. Although there were little signs of overt racism, its venom was nevertheless present in the form of vindicative attitudes of its residents. This constant barrage of innuendos, combined with the discriminatory behavior caused the nature of young DeBois to change from good natured and outgoing to sullen and withdrawn, elements which haunted him all his life. DeBois died in August 27,1963, on the eve of the March On Washington, in Accra, Ghana. The Black Reconstruction by DeBois is a book written on the subject of discrimination of the black society by the whites in the American society. The period of setting of this book is the immediate decade preceding the abolition of slavery in 1868. Although the author, DeBois was born after about five years into this announcement, the effects, the venom, the prejudiced attitudes of the whites against the black citizens was very strong present and these coupled with his own upbringing into his hometown where no more 50 blacks resided, changed and brought out one of the greatest authors of Civil Rights movements. The book centers on the theme of black people who although had found freedom from slavery, but their actual beings were yet to freed as the new society of white supremacy now treated the blacks as inferior beings and normal acts performed by whites were considered a crime ...

Reformation 101 - The Protestant Reformation in Europe

Reformation 101 - The Protestant Reformation in Europe The Reformation was a split in the Latin Christian church instigated by Luther in 1517 and evolved by many others over the next decade- a campaign which created and introduced a new approach to Christian faith called Protestantism. This split has never been healed and doesnt look likely to, but dont think of the church as divided between older Catholics and new Protestantism, because there is a huge range of Protestant ideas and offshoots. The Pre-Reformation Latin Church In the early 16th century, western and central Europe followed the Latin Church, headed by the pope. While religion permeated the lives of everyone in Europe- even if the poor focused on religion as a way to improve day to day issues and the rich on improving the afterlife- there was widespread dissatisfaction with many aspects of the church: at its bloated bureaucracy, perceived arrogance, avarice, and abuses of power. There was also widespread agreement that the church needed to be reformed, to restore it to a purer and more accurate form. While the church was certainly vulnerable to change, there was little agreement on what should be done. A massively fragmented reform movement, with attempts from the pope at the top to priests at the bottom, was ongoing, but attacks tended to focus on only one aspect at a time, not the whole church, and the local nature led only to local success. Perhaps the main bar to change was the belief that the church still offered the only route to salvation. What was needed for mass change was a theologian/argument which could convince a mass of both people and priests that they did not need the established church to save them, allowing reform to run unchecked by previous loyalties. Martin Luther presented just such a challenge. Luther and the German Reformation In 1517 Luther, a Professor of Theology grew angry at the selling of indulgences and produced 95 theses against them. He sent them privately to friends and opponents and may, as legend has it, have nailed them to a church door, a common method of starting debate. These theses were soon published and the Dominicans, who sold lots of indulgences, called for sanctions against Luther. As the papacy sat in judgment and later condemned him, Luther produced a powerful body of work, falling back on scripture to challenge the existing papal authority and rethinking the nature of the entire church. Luther’s ideas and style of preaching in person soon spread, partly among people who believed in him and partly among people who just liked his opposition to the church. Many clever and gifted preachers across Germany took on the new ideas, teaching and adding to them faster and more successfully than the church could keep up with. Never before had so many clergies switched to a new creed which was so different, and over time they challenged and replaced every major element of the old church. Shortly after Luther, a Swiss preacher called Zwingli produced similar ideas, beginning the related Swiss Reformation. Brief Summary of Reformation Changes Souls were saved without the cycle of penitence and confession (which was now sinful), but by faith, learning, and the grace of God.Scripture was the sole authority, to be taught in the vernacular (the local languages of the poor).A new church structure: a community of believers, focused around a preacher, needing no central hierarchy.The two sacraments mentioned in the scriptures were kept, albeit altered, but the other five were downgraded. In short, the elaborate, costly, organized church with often absent priests was replaced by austere prayer, worship, and local preaching, striking a chord with laypeople and theologians like. Reformed Churches Form The reformation movement was adopted by laypeople and powers, merging with their political and social aspirations to produce sweeping changes on everything from the personal level- people converting- to the highest reaches of government, where towns, provinces, and whole kingdoms officially and centrally introduced the new church. Government action was needed as the reformed churches had no central authority to disband the old church and instill the new order. The process was haphazard- with much regional variation- and carried out over decades. Historians still debate the reasons why people, and the governments who reacted to their wishes, took up the ‘Protestant’ cause (as the reformers became known), but a combination is likely, involving seizing land and power from the old church, genuine belief in the new message, ‘flattery’ by laypeople at being involved in religious debate for the first time and in their language, deflecting dissent onto the church, and freedom from old church restrictions. The Reformation did not occur bloodlessly. There was military conflict in the Empire before a settlement allowing old church and Protestant worship was passed, while France was riven by the ‘Wars of Religion,’ killing tens of thousands. Even in England, where a Protestant church was established, both sides were persecuted as the old church Queen Mary ruled in between Protestant monarchs. The Reformers Argue The consensus which led to theologians and laity forming reformed churches soon broke down as differences between all parties emerged, some reformers growing ever more extreme and apart from society (such as Anabaptists), leading to their persecution, to the political side developing away from theology and onto defending the new order. As ideas of what a reformed church should be evolved, so they clashed with what rulers wanted and with each other: the mass of reformers all producing their own ideas led to a range of different creeds which often contradicted each other, causing more conflict. One of these was Calvinism, a different interpretation of Protestant thought to that of Luther, which replaced the ‘old’ thinking in many places in the middle to late sixteenth century. This has been dubbed the ‘Second Reformation. Aftermath Despite the wishes and actions of some old church governments and the pope, Protestantism established itself permanently in Europe. People were affected at both a deeply personal, and spiritual level, finding a new faith, as well as the socio-political one, as an entirely new layer division was added to the established order. The consequences, and troubles, of the Reformation remain to this day.

Summary Article Example | Topics and Well Written Essays - 500 words - 2

Summary - Article Example luating these anomia studies to focus on the efficacy of treatment depending on moderator variables such as aphasia type, severity, therapy frequency, total amount of therapy hours and number of trained items. The effect size was calculated to represent the gains made for all participants confrontational naming tasks as follows: D= (Mpost tx-Mpre tx)/SDpre tx. Further, the unbiased effect of the study was calculated as follows: Unbiased d= (1-(3/ (4*total n)-9))*d. The pre- and post-measures were categorized within studies to evaluate moderator variables such as type of aphasia, Aphasia severity, number of sessions per week and total number of therapy hours (excluding the number of sessions). To assist control for confounding variables, the effect sizes were separated for trained vs. untrained/unexposed/unrelated words. In addition, the follow-up measures were eliminated. From the experiment that was conducted, effect sizes were based on small number of studies and frequently showed a high standard deviation. The results revealed the