Divorce is Becoming Increasingly More Prevalent in Our Society - Free Essay Example

Sample details Pages: 8 Words: 2259 Downloads: 2 Date added: 2019/06/24 Category Psychology Essay Level High school Tags: Divorce Essay Did you like this example? Family dynamics are not the same as they once were. Changes in our cultural beliefs have compromised the values of old institutional families. That being said, the rise in divorce rates can be attributed to several individual and societal factors. Don’t waste time! Our writers will create an original "Divorce is Becoming Increasingly More Prevalent in Our Society" essay for you Create order According to Burgess (1954), there are several changes that have facilitated the transition away from institutional families. Some of these factors include, the relevance of religion on society, the increasing freedoms for women, and the shift from rural to urban lifestyle. Personal values have become more individualistic, self-expressive, and competitive. Economic factors play a role as well. For example, family breakdowns can be caused by strains emphasized by the cost of living. In sum, we are living in a society that is rapidly changing, and it is affecting our values regarding kinship and family. In broad terms, divorce is the action of terminating a marriage. Divorce can be a difficult process for all parties involved. The effects of divorce can be especially detrimental to children. Children of divorce experience a tremendous amount of strain, anger, and anxiety. These stressors can increase a childs risk of developing behavioral problems (Sommers, 2005). Similarly, a study conducted by Weaver (2005), found that children of divorce, when compared to children with intact families, experience more behavioral issues and negative internalizing and externalizing effects (Weaver, 2015). Due to the rapidly increasing divorce rate, more children are experiencing the adverse effects of parent separation. Researchers have examined the topic of divorce from many different perspectives. As previously stated before, Weaver (2015) and Sommers (2005), analyzed the negative effects of divorce on children. Their work, like the work of many researchers alike, aim to understand the emotional, physical, and behavioral aspects associated with the rising phenomenon of divorce. Another important subarea of interest for researchers studying divorce deals with the impact of parent and child relationships. Researchers and therapists are commonly concerned with the lack of parent-child communication and involvement. Divorce can sever parent-child relationships because of feelings of anger, confusion, and sadness. Families dont always work through these emotions. For instance, Schwebel et al. (1982), analyzes how mediation counseling works to reduce stress for parent-child relationships by helping divorced parents to cooperate efficiently with one another. Other related subtopics of interest may includ e child custody, effects of divorce on friends and extended family, and inequality in divorce settlements. The subtopic of interest for this paper focuses on interventions for children of divorcing and divorced families. The population that will be addressed are children from birth-12 years of age. In a progressive scientific world, it is vital to become knowledgeable about developing interventions and therapies. These interventions are commonly utilized to change behavior, reduce metal health issues, and facilitate communication and healthy narratives. For counselors and psychologists to efficiently help their client, their interventions must be effective in nature. These interventions are not confined to traditional individual counseling sessions. Some of these interventions are school-based, group oriented, and most recently, based online. Interventions are composed of positive and negative qualities. For instance, the components of school-based interventions were perceived to be effective, specifically in reducing anxiety. It is important to also note that there are implications as we ll. The school-based interventions made it difficult for schools to manage both education and mental health (Stolberg Mahler, 1994). The example above is only one instance. This paper will dissect other studies that also look at the effectiveness of common and recently developed interventions. The objective is to determine which interventions work and which interventions can be improved and or constructed better. The first question that will be tackled in this paper is: what intervention methods are effective for children of divorce? The second sub question asks: are online prevention programs more or less effective than traditional counseling sessions? The first question will be answered through the analysis of peer-reviewed journal articles. This information will be detailed in the literature review portion of this paper. The second question will provide as the basis for the research. It is imperative to mention that we live in a technological society. Technology is now impacting the way psychologists and therapists counsel and communicate with their clients. Online intervention programs have relayed promising results. The goal of the research is to identify if online programs are a more progressive form of intervention when compared to traditional intervention methods. Review of Literature School-Based Interventions In the recent years, new programs have been developed in an effort to mitigate the harmful effects of divorce on children. As reported by Stolberg and Mahler (1994), school-based interventions are unique, as they aim to treat a large group of students at a time. Their study consisted of 103 participants, who were placed into a 14-week intervention program. The program consisted of three major components, which included, skill training, parental involvement, and transfer procedures. The results of the study generated promising results. The intervention program was effective in reducing anxiety levels. Stolberg and Mahler note the implications of their study in the discussion portion of their article. The school, where the experiment took place, found it difficult to balance both education and treatments for mental health. Similarly, Pelleboer-Gunnink, Van der Valk, Branje, Van Doorn, and, Dekovi?†¡ (2015), performed a more recent study on school-based interventions. The goal for their study was to evaluate the effectiveness of the KIDS school-based intervention program. Their sample group was composed of 156 randomly assigned children, 131 mothers and 76 fathers. The sample groups were larger than that of Stolberg and Mahler. The children that were placed in to the KIDS intervention program were asked to participate in guided meetings that facilitated social problem-solving skills through role-playing and conversations. The results of the study produced effect sizes of .30, and .63, which can be perceived as fairly strong when compared to the standard effect size for interventions. The results also show that the program promotes the emotional well-being of a children, and improves parent-child communication. In sum, both school-based interventions can be perceived as effective in helping children of divorced families. Counseling-Based Therapies Counseling sessions are tailored to each individual that is being assessed and treated. For children of divorced or divorcing families, interventions are typically geared to facilitate communication. The objective is to improve child-parent communication and relationships by implementing narrative therapy and solution focused therapy, so parents and children can work together to solve problems (Sommers-Flannagan Barr, 2005). In a study performed by Kelly and Wallerstein (1977), they observed the strategies and limitation of interventions by assessing 131 children. Each child was carefully evaluated and given an individual intervention plan. They found short-term interventions to be effective. In another study organized by Roseby and Johnston (1995), they also concluded that interventions work best when psychologists asses a childs specific needs and develops a plan that does not follow a linear model. Their study tested the effectiveness of treatment plans for children from divorced homes that consisted of high-conflict and violence. Careful evaluation of each individual child determined if they would be placed in an individual treatment plan, a group treatment plan, or both. The childs initial assessment also determined the types of interventions they would undergo. For instance, effective interventions included role-playing, and interventions geared toward addressing the childs experiences, feelings for themselves and others, and support their developmental process. Some counseling-based therapies focus on working directly with the parents. Mediation programs are geared to help parents put aside anger and resentment toward one another and work towards finding effective strategies for communication and conflict resolution. By changing the behavior of the parents, they will be better suited to co-parent. By helping parents to cooperate with one another it will in turn reduce stress in child-parent relationships (Schwebel, Moreland, Steinkohl, Lentz, Stewart, 1982). In a study done by Dillman Taylor, Purswell, Lindo, Jayne, and Fernando (2011), they looks at child parent relationship therapy (CRPT) and how CRPT can impact internalizing and externalizing behaviors, parent-child stress, and parent perceptions of the program itself. The experimenters implemented play therapy into their program for child intervention. The parents of the children provided feedback after completion of the experiment. The parents were perceived to be more understanding o f their children and the parents even reported that there were positive and noticeable changes in their childs behavior. Online Preventive Programs Technology has impacted our lives in more ways than one. Counseling interventions have taken on a new form. According to Boring, Sandler, Tein, Horan, and Velez (2015), there are new online preventative programs that have been designed for children of divorced families. Specifically, the CoD-CoD program is aimed to help reduce mental illness of children. The CoD-CoD program utilizes online modules that were designed to promote coping skills. Similar to other studies mentioned in this paper, interventions commonly work to improve coping skills and facilitate communication. The results of the study provide evidence thats shows that the program is effective in preventing short-term mental health issues. The researches state that another study would need to be conducted in order to look at the long-term efficacy. Discussion Researchers argue that parental divorce is associated with an increased risk of mental health problems (Boring, Sandler, Tein, Horan, and Velez, as cited in Amato, 2011). Thankfully, researchers, psychologists, and counselors alike have devoted their time to study the dissolution of marriages. Over the years, there have been a range of effective interventions that have been developed and utilized to help reduce the negative effects of divorce. The most common interventions are used in face-to-face counseling-based therapy sessions. Interestingly, within the past few years, researchers are beginning to take advantage of online modules as a form of preventative treatment. The ultimate goal is to continue improving programs and intervention methods. Upon review of the literature, the question asked is: Are online preventative programs more or less effective than traditional counseling-based therapies? Methods This section presents the methods that would be used for this type of study. It will outline the population being researched, the instruments that would be utilized, and how the data would be measured. Participants The study will use a descriptive research design. The research will consist of two groups of randomly assigned children. The participants will be between the ages of 8-12 years. To qualify for the study the children must not have any pre-existing behavioral disorders such as depression, schizophrenia, and bipolar disorder. The childrens parents must be divorcing or have been divorced for a year at most. Design and Procedure Group 1 will undergo individual counseling sessions with a licensed psychologist. Group 2 will be a part of the online prevention program. The duration of intervention will last for approximately 9 weeks. The data will be measured by using the communication subscale, as well as the emotional problems subscale. I attribute my idea to utilize the communication and emotional problems subscales from the study conducted by Pelleboer-Gunnink et al. (2015). The communication subscale measures interpersonal communication and the emotional problems subscale measures emotional regulation. The first goal of the study is to determine if these interventions are effective by comparing the data effect sizes to the standard effect size for interventions. The second goal is to identify if the online prevention program is more or less effective in helping children of divorce. I have high expectations for this project. I expect this research to provide us with information that can further aid in the development of future interventions for children of divorce. The results should give us better insight into the world of counseling with all the recent advancements in technological programs. References Boring, J. L., Sandler, I. N., Tein, J.-Y., Horan, J. J., Velez, C. E. (2015). Children of divorceâ€Å"coping with divorce: A randomized control trial of an online prevention program for youth experiencing parental divorce. Journal of Consulting and Clinical Psychology, 83(5), 999â€Å"1005. https://doi.org/10.1037/a0039567 Burgess, E. W. (1954). Economic, cultural, and social factors in family breakdown. American Journal of Orthopsychiatry, 24(3), 462â€Å"470. https://doi-org.kean.idm.oclc.org/10.1111/j.1939-0025.1954.tb06121.x Dillman Taylor, D., Purswell, K., Lindo, N., Jayne, K., Fernando, D. (2011). The impact of child parent relationship therapy on child behavior and parent-child relationships: An examination of parental divorce. International Journal of Play Therapy, 20(3), 124â€Å"137. https://doi-org.kean.idm.oclc.org/10.1037/a0024469 Kelly, J. B., Wallerstein, J. S. (1977). Brief interventions with children in divorcing families. American Journal of Orthopsychiatry, 47(1), 23â€Å"39. https://doi.org/10.1111/j.1939-0025.1977.tb03241.x Pelleboer-Gunnink, H. A., Van der Valk, I. E., Branje, S. J. T., Van Doorn, M. D., Dekovi?†¡, M. (2015). Effectiveness and moderators of the preventive intervention kids in divorce situations: A randomized controlled trial. Journal of Family Psychology, 29(5), 799â€Å"805. https://doi.org/10.1037/fam0000107 Roseby, V., Johnston, J. R. (1995). Clinical interventions with latency-age children of high conflict and violence. American Journal of Orthopsychiatry, 65(1), 48â€Å"59. https://doi.org/10.1037/h0079585 Schwebel, A. I., Moreland, J., Steinkohl, R., Lentz, S., Stewart, J. (1982). Research-based interventions with divorced families. Personnel Guidance Journal, 60(9), 523â€Å"528. https://doi-org.kean.idm.oclc.org/10.1002/j.2164-4918.1982.tb00712.x Sommers-Flanagan, J., Barr, L. (2005). Three Constructive Interventions for Divorced, Divorcing, or Never-Married Parents. The Family Journal, 13(4), 482â€Å"486. https://doi.org/10.1177/1066480705278725 Stolberg, A. L., Mahler, J. (1994). Enhancing treatment gains in a school-based intervention for children of divorce through skill training, parental involvement, and transfer procedures. Journal of Consulting and Clinical Psychology, 62(1), 147â€Å"156. https://doi-org.kean.idm.oclc.org/10.1037/0022-006X.62.1.147 Tein, J.-Y., Sandler, I. N., MacKinnon, D. P., Wolchik, S. A. (2004). How Did It Work? Who Did It Work for? Mediation in the Context of a Moderated Prevention Effect for Children of Divorce. Journal of Consulting and Clinical Psychology, 72(4), 617â€Å"624. https://doi org.kean.idm.oclc.org/10.1037/0022-006X.72.4.617 Weaver, J. M., Schofield, T. J. (2015). Mediation and moderation of divorce effects on childrens behavior problems. Journal of Family Psychology, 29(1), 39â€Å"48. https://doi-org.kean.idm.oclc.org/10.1037/fam0000043

Information Based Decision Making Essay - 3221 Words

Level 5: Diploma in management and leadership | Unit 5002 - Information based decision making | Stockton Riverside College | Michelle Morgan 4/1/2012 | Contents Introduction 3 Be able to identify and select sources of data and information 4 Be able to analyse and present information to support decision making 7 Be able to communicate results of information analysis and decisions 12 Appendices 14 Bibliography 14 Introduction The aim of this report is to look at information based decision making to help identify and select sources of information, analyse and present information to support decision making and communicate the results of information analysis and decisions. I will look at the key models and†¦show more content†¦For example the % on time kitting which would convey the issues to the relevant person without clouding it with personal feelings. For example I am having an issue with the stores department as we have had only 10% of kits on time which means that I have people waiting for materials on the shop floor. This kind of information cannot be argued with, keeps personal feelings out if the issue and allows me as manager to firstly speak with the person(s) directly involved and monitor the information to ensure on time kitting improves. Data and information in business can be defined into types as shown below Information Type | Description | Example | Primary | prepared specifically | Sales and margin figures, budget, efficiencies, sickness, holidays, meeting minutes, surveys | Secondary | not prepared specifically – Desk Research | Market research, magazine articles, journals | Regular | daily/weekly | Workload | Specific | on special occasions | Reviews | Formal | required by the system | Stock levels, order demand, lead times, product BOMs | Informal | you keep yourself | Meeting calendar, diary | To select the correct data and information you must first define your objective, for example if I was interviewing a candidate for a position within Darchem I would require the following information/type; Information needed | Type ofShow MoreRelatedInformation Based Decision Making3396 Words   |  14 PagesInformation Based Decision Making Terms of Reference .................................................................................................... 3 1. 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Reconstruction Era Free Essays

The Reconstruction Era Jessica Onken American History Since 1865 Professor Tim Johnston August 2, 2010 Reconstruction 2 The Reconstruction Era The reconstruction era was a difficult time for the African American slaves from 1865 to 1877 because the slaves were freed and there were no jobs for them, had very little or no education, and had very limited opportunity in the south. Reconstruction was one of the most critical periods in American History. The Civil War changed the nation tremendously, and most importantly by bringing an end to slavery. We will write a custom essay sample on Reconstruction Era or any similar topic only for you Order Now Reconstruction was a period of great promise, hope, and progress for African Americans, and a period of resentment and resistance for many white southerners. The time period for the Reconstruction era was in 1865 to 1877, when the United States was rebuilding and reuniting after the Civil War. In 1865, four years of brutal deconstruction in the Civil War came to an end, 600,000 American soldiers lost their lives. Four million enslaved African Americans were emancipated. The south was laid to waste; railroads, factories, farms, and cities were destroyed. Abraham Lincoln was elected president during that time. Abraham Lincoln knew once the states confederacy were restored to the union, the Republicans would be weakened unless they put an end to being a sectional party. Lincoln hoped for peace and to attract people of the former south who supported the Republicans’ economic policies. During the Era of Reconstruction, it was highly unstable because while many Northerners saw this as a chance to completely end slavery and have the south merged back into the United States, many in the south saw this as an insult and another injury of the loss of the Civil War. Lincoln’s plans during this time were to free more slaves and grant freedom. At the end of the Reconstruction Era, freedoms were granted under the 13th, 14th, and 15th Amendments, but were not completely effective. The moral views through religions before and after the war of the north and south Reconstruction 3 were different. With different opinions flowing, the Presbyterian and Methodist churches split into Northern and Southern functions. The Southern churches supported slavery and believed that it was also supported by the Bible. The north believed that no man should be held in captivity or confinement by another man. The north wanted to end slavery but still most of the Northerner did not consider the black man to be equal to them. There were some Northerners that did believe all men are created equal. Some Northerners showed strong emotions about the eradication of slavery that they became violent. Most of the Northerners did not change after the war, which caused the segregation that continued until the 1960’s. In 1865, the Ku Klux Klan was started in Tennessee to stop blacks from taking advantage of their new rights. Members from the Ku Klux Klan would beat and murder blacks to keep them from having rights. Northern soldiers were stationed in the south to enforce the Reconstruction laws. The soldiers made sure blacks could vote in elections, be treated just like the white people, go to school, and they were also there to prevent any attacks from happening by the southern whites. In 1869, the Southern governments started to end control by the North in Tennessee and Virginia. Some of the power of the Southerners was regained to run their own state governments, which made the Northerners have less influence on the southern governments. The reason for the southerners joining the Ku Klux Klan was because they did not want blacks to have rights such as voting, owning land, freedom, be treated fairly at jobs, participate in court trials, run for office, etc.. Southern white people were not for reconstructing governments. They would not accept the black men that were once slaves as free black men who now had the right to Reconstruction 4 vote and participate in state government. As the nation started to celebrate the end of the war in April 1865, president Lincoln was shot and killed After Lincoln was assassinated, Andrew Johnson took over the process of the reconstruction. Johnson made the reconstruction less efficient. He forgave some ex-confederates and didn’t take the same steady approaches as Lincoln did. Johnson was a southerner, and like Lincoln, a self educated man who climbed up the ladder from an inferior decent. Southerners were now making new laws called black codes, which meant it made blacks’ lives harder and to prevent them from using their new rights. Some codes forced blacks to work for a year, and if they didn’t, they were thrown in jail for being unemployed, and also let them be whipped by their bosses. By enforcing labor contracts, and laws, the strict black codes kept freedmen tied to the plantation. This period was described as violence, revenge, retaliation, and eye for an eye against African Americans. The justice system of the south provided no refuge or assistance. The all white police force frequently terrorized African Americans, and the judges and other officials rarely prosecuted crimes against blacks. When the news of the black code laws and the violence against the freedmen spread to the North, it created outrage and fury. When the Northern soldiers were not positioned in the south to enforce Reconstruction laws, blacks had to live under the unpleasant, cruel, and unfair conditions caused by the black code laws. Johnson allowed the black codes to be passed which imposed heavy restrictions on freed African American slaves. Johnson was against the passage of a renewal of a new Freeman’s Bureau, which served as a positive organization for African Americans, Reconstruction 5 which would have allowed the black war veteran’s the right to vote. In 1867, Congress passed a new Reconstruction Act, that threw out the state governments of states that refused to ratify the 14th amendment. The 15th amendment was ratified in 1870, providing a constitutional guarantee of voting rights for African American males. By 1870, the Northerner lost interest in reconstructing the south. The north tried to reconstruct the south and change southerners attitudes about black people. Although they failed at this because many southerners were still racists and believed that the white race was superior to others, blacks were not as good as southern white men. To add to that, the Northerners lost interest in the reconstruction, which gave southerners a chance to gain control of their state governments again. The main complaints against the Presidential Reconstruction were the Radical Republicans of Congress. New political forces in the South gave way for new changes. During reconstruction, African Americans made huge political gains. They voted in large numbers and were also elected to political office. African Americans were elected as sheriffs, mayors, legislators, Congressmen, and Senators. Even thought their participation was significant, it was exaggerated by white southerners angry at the Black Republicans governments. Reconstruction governments built public schools for both black and white children. They also rebuilt and added more railroads, telegraph lines, bridges, and railroads. These costly efforts led to tax increases that made the southern whites more angry, which was why the Ku Klux Klan was created. By the mid 1870’s, the Republicans were losing power, and the Northerners were tired of trying to reform the south. In 1872, Congress passed the Amnesty Act, which reinstated voting rights to almost all white southerners. By 1876, almost all southern s Reconstruction 6 states were back under the control of the Democrats. When Rutherford B. Hayes was elected president in 1877, the reconstruction came to an end. He removed the remaining federal troops from the south. With no one left to enforce the reconstruction reforms, the Reconstruction was over. White Democrats remained in control of southern governments. Southern states denied African Americans from voting through voting restrictions such as the poll tax, grandfather clause, and the literacy test. Jim Crow Laws separated blacks and whites in restaurants, schools, theaters, railroads, hospitals, and all other public places. The Jim Crow Laws were clearly passed to ensure that black people could not dot eh same things as white people. Such laws encouraged and promoted racial segregation and varied from district to district. Some required black people to drink at separate fountains and use separate bathrooms than white people. Others required black people to give up seats on public buses if a white person wanted their sear, and still others prohibited black people from attending the same schools as white people African Americans continued to be looked at as â€Å"bad†or not â€Å"equal† as the white Americans. They were still victims of violence and intimidation. In the 1960’s, with the Civil Rights movement, the African Americans were granted full protection of the 14th and 15th amendments. The period of the Reconstruction was one of great promise for the United States and for African Americans. During this period, African Americans continued to struggle for freedom and worked to improve their communities. Institutions of the African American community like the churches and schools were strengthened over time. Though there were long term consequences of Reconstruction failures, the Reconstruction era provided a Constitutional basis for later attempts to end discrimination. Reconstruction 7 Although the Reconstruction era was a difficult time for the African Americans’, with several failed attempts, in the end, the African Americans did finally get freedom and were allowed the same rights as the white Americans. References Carter, Hodding. (1959). The Angry Scar: The Story of Reconstruction. New York: Doubleday. Davidson, J. , Delay, B. , Heyrman, C. , Lytle, M. , ; Stoff, M. (2008). Nation of Nations. (vol. 2, 6th ed. ) New York: McGraw-Hill. Dubowski, C. (1991). Andrew Johnson: Rebuilding the Union. New Jersey: Silver Burdett. Foner, Eric. (1988). Reconstruction: America’s Unfinished Revolution 1863-1877. New York: Harper Row. Litwack, L. , (1979). Been in the Storm so Long. New York: Random House. How to cite Reconstruction Era, Papers

General Psychology free essay sample

Praising your children can damage their confidence according to a leading psychoanalyst â€Å"every label—â€Å"slow,† â€Å"bright,† â€Å"trouble-maker,† or â€Å"difficult†Ã¢â‚¬â€entails a set of expectations that are associated with it—expectations that, when made known to the student, may become a self-fulfilling prophecy, â€Å"an expectation which defines a situation [that] comes to influence the actual behavior within the situation so as to produce what was initially assumed to be there†. We all like to believe that we are special, unique, and smart in our own way. General psychology free essay sample You need to know about these things because they should guide your manner of working in higher education. Plagiarism and cheating are serious issues in higher education, and plagiarism, in particular, is increasing a great deal at present. We want you to have the knowledge and skills and the good working habits that enable you to make effective and appropriate judgments in your work. This unit is designed for students near the starting point of higher education studies. It provides the information and skills that you need at present and you will have more material on this topic at a later stage, when you need to now more about it.The aim of this unit is to: help you to get a clear idea of academic honesty and academic misconduct clarify the meanings of academic misconduct cheating and plagiarism and collusion provide you with information tattoo need in order to be academically honest; identify and help you to attain the skills that you need for academic honesty and good practice As well as providing some exercises to help you to learn from this material, this unit is intended to be a resource to which you may wish to return for guidance. The answers to the exercises are at the end of the unit. Some points to think aboutAs a student you should learn about academic honesty because it is an important element of higher education behavior. There are several aspects to it. It involves: ensuring fairness to those who have produced new knowledge and ideas; ensuring that the work that a person says is her own is indeed her own; the discouragement from cheating to gain unfair personal advantage. The intention to deceive staff or the institution is central to the activity of the plagiarist or cheat. However, it is not fair on you, as a student, if your fellow colleagues cheat and plagiarism and thereby get better marks.Sam, Suzanne, Quiz, and Katharine are in a level 1 class at Smooth University. They are all studying psychology and are in a class of over a hundred and eighty students. Their seminar sessions are thirty in number and so far they do not feel known as individuals by staff. Suzanne has been struggling because she, unlike the others, did not study psychology at school. She has been quite depressed about it and has asked the others for help. They did what they could, but she did not seem to be able to take it in. At times she talks about leaving university.They come to the coursework assessment at he end of level 1 and to everyones surprise, Suzanne comes out with one of the highest marks in the class. The tutor praises her work at the next seminar as being well constructed, and particularly well written. Suzanne is clearly happy and they all go out for a drink in the evening. Under the influence off few pints she lets slip that she paid another student in her house (from level 2) to write it. After the time and effort the others have put into helping Suzanne, and doing their own work, the others feel cheated by her action.The attitude to plagiarism can differ in different cultures, for example moieties it can be considered to be an honorable act to reproduce the exact words of the expert teacher. In the LIKE the norm is to expect students to produce their own work. They will, of course, use the work of others within their work and where this occurs the others work needs to be cited and when quoted, marked as a quotation. Some international students may need to adjust to LIKE norms when studying here. Luau comes from South East Asia.He was encouraged to give great respect to his teachers, there and to regard them as experts whose work was to be emulated. He is very taken aback when he is told that his examination paper would express more of his own ideas and should not contain material that he must have learnt by heart from his lecture notes. He finds it hard to understand how he, himself could have anything worthwhile to say at this stage. If you are an international student and feel that you do not understand the material in this unit, ask a tutor or study advisor for more help.Some definitions and explanations We have said that the avoidance of cheating and plagiarism is a matter of having information and a set of skills that become good habits of working. We start by looking at a set of explanations as part of the information, and hen you will be given several definitions. You do not need to memories these definitions, but you are expected to have a working knowledge of them. To start with, we introduce the term academic misconduct to mean the use of dishonest academic behavior to ones own benefit. The term includes cheating, plagiarism and collusion.Clearly, Suzanne illustrates academic misconduct in her behavior and that was plagiarism. Cheating is often seen as a behavior that occurs in examinations, but it is broader than that. Here are some examples of cheating behavior. Simon knew that others needed a book in order to complete the essays that hey had been set. He used the library book himself, then handed it back in (it was a short-term loan) and then when he was in the library the next day, took the book from its proper location and put it in another area of the library.Jamie went into the examination with ten key names written on his arm in ballpoint pen Juliet was doing a Chemistry degree. Her experiment in class did not go too well and the data she achieved was incomplete. She had a look at her friends book and got an idea of the appropriate kind of data and made some up. Christina had not done enough revision for the class test. She took the day Off, saying that she had flu and knowing that she would then have a bit more time to learn for the test which she would do later. Deed had a project in English to write up, to be handed in at a particular time.There was other academic work to be handed in at the same time and he knew he could not do all of it. He left the English project until last. After a session in the gym he complained of a very sore wrist, put a bandage on it and went to see his tutor to ask for more time to complete the project on the basis that he could not write very quickly at present. His tutor told him to go o the medical centre and get a note. He came back two days later with the project now completed and the wrist unbalanced and healed. The two days had been very useful. ABA was one of a group of students who were working together on a project that was to be submitted jointly. She had gone into higher education partly because she wanted to enjoy a good social-life, and the project was not going to get in her way. When the other students in the group met to work on the project, she would constantly say that she could not make it. They got on with the project, completed it and handed it in with Abss name on it as well. They resented her behavior, but being in the early stages of their programmer, did not know each other very well and did not know how to indicate Abss lack of contribution.Plagiarism, as we have said, is another form of academic misconduct and it requires a rather special explanation which is as follows: Those who work in higher education and research can be seen as working in a community the academic community. This community has a set of rules to which it works. Academic conventions are these rules and academic misconduct is the behavior that contravenes these agreed rules. These ales, obviously identify cheating as a contravention however, there are aspects of these rules that refer to the ownership of ideas.According to these rules or conventions, new ideas are treated like property that someone owns. One reason for this is that there are rewards and awards (grants, prizes, qualifications, degrees etc) given to people for the quality of their ideas. Following from the notion of new ideas as property, we can consider the use of undistributed ideas for the gain of another person, as a form of theft. By undistributed, we mean the lack of attachment of a name and resource to the idea -so it is as if the idea is that of the writer. Other words for attribute are reference, acknowledge and cite. You usually reference the idea of another in the text (where you have referred to the idea, or quoted from it) and in a reference list at the end Of your work. Plagiarism is the term for passing off anothers work as ones own for ones own benefit. It usually that others ideas have been borrowed without being referenced to the original creator of the idea. Plagiarism occurs whether the passing off of the work as ones own is intentional or unintentional. We have to say that plagiarism may be intentional because anyone can always claim that s/he he did not know about plagiarism.Correspondingly therefore, teachers and institutions have to be clear themselves that they have ensured that students have received appropriate opportunities to understand academic misconduct and to have learnt the necessary skills to behave with academic honesty. Below are some examples of plagiarism: Emma was doing a law degree and found that her flat-mate had done the same module the year before and was willing to let Emma look at her essays but insisted that she should not copy any of it. Emma copied a large chunk f one of them because she did not understand the subject and altered a few words here and there.Unfortunately for her, she did not notice the font was different on the copied chunk and her plagiarism was detected. Anna had work to do in chemistry that she did not understand. It was about the nature of a particular reaction. She looked on the internet and found a piece of writing that was exactly what she needed and cut and pasted it, adding a few words of introduction and conclusion. Antonio phoned home to his friend for help with an assignment in Civil Engineering. His friend found a piece of writing in Spanish. Antonio had it translated from the original and submitted that.Billie found that an old textbook on modern history at his home that said exactly what he needed to say in an essay. He copied it. The change in style was noticed by his tutor, who challenged him. Collusion is a form of plagiarism too. Some examples of collusion are: Joanne was struggling in her Education degree. Her friend was doing a similar degree at another university. They decided to choose the same topic for their dissertation and to work together on it assuming that they would not be found out because their respective dissertations would never be seen gather.Students in Business Studies were asked to develop marketing strategies for a given product. Theyre told that they should work together to do the necessary research and to develop a presentation, but that they should then work alone in the preparation of the written work that they would hand in. Kay was in one of the groups. She had not done her fair share of the initial research, and when it came to the written work she asked one of her group to help her. The colleague leant Kay his completed written work, and she copied it, then wrote her account, very heavily based on his.She showed him her very similar account before she handed it in and thanked him before he could object. Both of them were deemed to have colluded. The definition of collusion starts the same as for plagiarism. Collusion is the passing off of anothers work as ones own for ones own benefit and in order to deceive another. However, it goes on to say that while in the usual definition of plagiarism, the owner of the work does not knowingly allow the use of her work, in a case of collusion, the owner of the work knows of its use and works with the other towards deception of a third party.On occasions, woo people might collude in plagiarism another piece of work. When we define collusion, we need to be clear where the boundaries of unacceptable and acceptable co-operative or collaborative work are. Co- operation is seen as openly working with another or others for mutual benefit with no deception of the other(s) involved. Co-operative behavior is a common and is usually welcomed practice in higher education. Research teams rely on it. Often you will be told that you should work together to the point of writing up an assignment, and then write it up separately.However, there may be local rules or designations of acceptable practice and occasionally vocabulary use with regard to collusion, cooperation and collaboration may vary. It is important to find out from your tutors just what is expected in your local context. What is acceptable may differ from assignment to assignment. It is possible that on occasions you will be asked to work jointly on a piece of writing and clearly, that is all right. Rather than talking in the negative about the avoidance of collusion or plagiarism, it is useful to use the idea of working with academic honesty.Academic honesty is where you understand academic conventions and work within them. In this independent study unit, we put the stress on plagiarism. This is because plagiarism takes more effort in understanding than other forms of academic misconduct. This is not because plagiarism is necessarily more serious. The fabrication of data or making up Of experimental results can be far more serious and have far greater consequences than plagiarism. So that you can return to this material easily on future occasions, we gather up these ideas as a series of definitions and put them into a glossary in Appendix 1 of this unit. Exercise 1: Thinking that you know about plagiarism does not mean that you an always decide what is right You have now looked at the explanations of academic honesty and misconduct and have read about the justification for citation. It is time to test your understanding. You will find, in the next exercise, that thinking that you know what plagiarism is may not mean that you actually know what it is when it comes to the distinctions of right and wrong in your work or the work of another.Some of the examples are plagiarism, some are collusion, some are cheating and some are all right. Remember that plagiarism occurs when the work of someone else is presented as ones own and is not attributed to the there. One of the three answers given (a, b and c) is closest to the answer. The answers are at the end of the unit. 1 . Joe has an essay to prepare. He meticulously reads books in the library, but is not sure from which text the ideas have come, and which ideas were his own. He lists the range of books he thinks he used in his reference list. ) Not plagiarism but he should have cited the books in the text b) Plagiarism he should have cited the books in the text c) Not problem he cited the books in the reference list 2. Jane does not know how to get started with an essay she is in her first master. She delays starting it and then panics and her friend shows her how she can buy an essay from a paper mill website. She buys one and submits it (only this time she says). A) This is not all right but it is cheating, not plagiarism b) Plagiarism ? and it is not all right c) Plagiarism but it is all right at this stage, but not later in the programmer 3.Terry and Fran live in the same house. They are on the same course and hence have to put in the same assignments. Fran has difficulties with writing but she really wants to do well in her degree. Terry would like to get to know Fran better and sees this as a way of increasing their friendship. He suggests that since the class is large, they could put in the same essay and no-one would notice and in this way he helps out Fran, who is very grateful. A) Fran colluded. Terry did not. B) Terry colluded and Fran did not c) They colluded 4.Mike uses the library to find the relevant literature to the essay that he has to write, then, using one of the essay sites, buys a similar essay and integrates into it the material that he has read. A) It is certain that Mike plagiarisms b) Mike did not plagiarism if he cited the sources and paraphrased appropriately c) Mike has plagiarisms because he bought the essay 5. Malay found that her friend, who had done the module last year, had done the same experiment. Her friend suggested that Malay could read through what she had written but she warned her not to copy it as that would be collusion. Without her friend knowing, Malay did copy part of it and presented it as her own. A) Malay plagiarisms her friends work b) Malay and her friend colluded c) Malay and her friend plagiarisms 6. Damson finds that an essay that he has done in school is very similar to one he has to write at university. He uses his school essay but unfortunately he does not have the references properly recorded. He has names cited in the text, but not details of the sources. He makes up one or two and thinks that his tutor will probably not worry about the rest. ) Because it was school work from a different place, it was all right b) It was all right because it had already been marked c) Damson plagiarisms 7. Sue is a lecturer. She gives a lecture to first year students on cell biology and talks a lot about current developments in research, but does not give the references to the research in the lecture or on handouts. ) Technically Sue plagiarisms b) It is all right. If this had been written work, Sue should have cited correctly ? but it was oral c) It is all right not to cite if your are a teacher / lecturer in the process of teaching 8.Tim and Nonage are working on the same essay for theology. Nonage finds a good website that is very helpful. It provides good material on the subject on which they are writing. She tells Tim about it. They both download chunks of it. Nonage cuts and pastes into her essay and puts a reference to the site in her reference list. Tim paraphrases from the material, acknowledges it in the text and in his reference list. The tutor would not have noticed the similar material but for the fact that the two essays were adjacent to each other in the pile. ) Tim and Nonage colluded b) Tim and Nonage plagiarisms c) Only one of them plagiarisms 9. In statistics, Gamma has a project that involves use of a questionnaire to find out what television programmer her friends watch at a particular time in the evening. This will generate data for statistical analysis. She is ill for a few days and is running late. She makes up some of the responses and uses them. A) Gamma plagiarisms ) Gamma cheated c) Gamma colluded 10. Harry integrates into his essay, a chunk of handout material from his last years work.He alters some words to fit better and splits the material with two sections of his own writing. A) Harry plagiarisms b) It is all right to quote from handout material without citation c) It would have been all right if Harry had rewritten it more in his own words 11 . Jamie has an essay to write in philosophy. He is not very good at writing and has developed a style whereby he copies down appropriate quotations (citing them appropriately) and then paraphrases the content of the taxation in the next paragraph as a kind of summary, steering the meaning towards another quotation and so on. ) So long as Jamie paraphrases appropriately, he is not doing anything wrong b) Jamie is plagiarism c) Jamie should be using appropriate methods of referencing 12. For Sophia, English is a second language. She wants to succeed and goes to a friend who speaks better English. Her friend goes through her whole essay, correcting the language all the way through. A) What Sophia is doing is understandable. It is all right b) What Sophia and her friend are doing is not all right. It is a form of collusion c) What Sophia is doing is not all right.

John the Baptist the New Elijah free essay sample

This paper examines the reason the prophets John the Baptist and Elijah were sent by God to proselytize. This paper examines the reason the prophets John the Baptist and Elijah were sent by God to proselytize and is key in discovering the prophetic connection between the two devout men. The author states that they are stalwart examples of unwavering faith in the face of persecution. The New Testament writers often refer to John the Baptist as the New Elijah. The similarities between the ancient Israelite prophet from the Hebrew scriptures and the forerunner of Jesus Christ are striking. Both men were steadfast in their dedication to the true God, unwavering in the face of persecution, and similar in their demeanor. The only significant disparity in the congruity of their religious service occurred at the end of their lives.

Robert Boyle essays

Robert Boyle essays Robert Boyle was born in Ireland in the county of Waterford in the city of Lismore on the 25th of January 1627. His father Richard Boyle, Earl of Cork, had left England in 1588. Roberts mother, Catherine Fenton Boyle, was Richards second wife. Robert was the seventh son. His parents had a total of fifteen children. At the age of twelve Roberts father sent him on a tour of Europe eventually leading him to Geneva. There he began to study, with a private tutor, mathematics and ... he grew very well acquainted with the most useful part of arithmetic, geometry, with its subordinates, the doctrine of the sphere, that of the globe, and fortification. There had been a civil war going on in England at the time. When the war had finished Cromwell granted Irish lands to the English colonists. As a result of this, Richard became a very rich man. He then no longer had a need for a source of income and was able to devote both himself and his time to science. He contributed to physics and chemistry. His biggest contribution being Boyles Law, which relates volume and pressure in a gas. The law describes an ideal gas. This law can be found in the appendix written to Boyles work New Experiments Physio Mechanical, Touching the Springs of the Air and its Effects. Using a vacuum he discovered that sound did not travel in a vacuum, he proved that fire required air to burn, and he tested airs elastic properties. Robert published his findings through the Royal Society, of which he was a founding fellow. He aimed towards establishing chemistry as a mathematical science. He argued a mechanistic theory of matter. Its complex look is actually just simple mathematical laws applied to simple fundamental particles. In 1670, Boyle had a stroke. He slowly regained his health and continued to conduct research and experiment. In 1680 he declined the title of Pre ...

Authentic Assessment Essay Example | Topics and Well Written Essays - 2000 words

Authentic Assessment - Essay Example Introduction Despite some unquestionable achievements of the over-decade-long US anti-terrorist campaign, insofar as al-Qaeda’s terrorist network and the Taliban have suffered heavy blows with the loss of many key figures from their senior leadership, most notably Osama bin Laden, the terrorism – the Islamist extremist terrorism in particular – is neither vanquished nor eradicated. Moreover, following 9/11, there was a wave of terrorist acts worldwide, including such against US military personnel and civilians in Iraq, Afghanistan, Saudi Arabia, etc.; while the tightened security measures, along with the intensified vigilance of the police, FBI and the intelligence community as a whole, prevented many terrorist plots to develop into violence on US territory (Mueller, 2011). Tragic occurrences such as the shootings at Fort Hood, where 13 people were killed and 32 wounded, allegedly by a radicalized Army psychiatrist, appear more or less an exception (King and Thom pson, 2011). The terrorists’ bigger success abroad, measured in sheer number of both cases of materialized violence and, regrettably, American citizens being murdered or injured, infers that the overseas security efforts of the US government are hindered by certain inadequacies. The suicidal bomb attack on the residential area inhabited by service personnel of the US military base in Floola and their families, along with the attack on the USA’s embassy in Libya, which resulted in the US Ambassador being killed, is a fresh reminder of this painful fact. Terrorism – Trends, Tactics and Perpetrators As Chasdi (2012) points out, the Worldwide Incidents Tracking System /WITS/ of the US National Counterterrorism Center /NCTC/ has identified certain trends in the field of terrorism, emerging from global, regional and national developments (p. 67). The figures provided by WITS indicate that over 10Â  000 terrorist attacks occurred in 2011, which affected 70 countries w orldwide and resulted in over 12Â  500 deaths (National Counterterrorism Center /NCTC/, 2012). While the total number of attacks has fallen by 12 percent and 29 percent, as compared to 2010 and 2007 respectively, the main foci of terrorist activities remain the regions of South Asia and the Near East; taken together, the two locations experienced almost two-thirds of the high-casualty attacks in 2009 and over 75 percent of 2011 total (NCTC, 2010; NCTC, 2012). Afghanistan, along with Iraq and Pakistan, bore the brunt of the reported attacks for the third consecutive year, both in terms of attacks’ number and ensuing death toll (NCTC, 2009; NCTC, 2010, NCTC, 2011). The number of terrorist attacks in Africa and related fatalities, mainly associated with the turmoil in Somalia and Democratic Republic of Congo, oscillated between a rise of 140 percent (2 200 fatalities) in 2008, as compared to 2007, and a drop of more than 30 percent in 2010, as against 2009 – from over 3à ‚  200 fatalities to 2Â  131 respectively (NCTC, 2009; NCTC, 2011). The increase of 11.5 percent during 2011, however, is mainly attributable to the Nigeria-based group Boko Haram (NCTC, 2012). The situation in the Western Hemisphere could be also described as variable, insofar as the number of reported terrorist attacks fell by about 25 percent in 2008 and subsequently rose by 27 percent in 2009; while in 2010, both attacks and deaths declined by

Individual and Organizational Knowledge Interface Term Paper

Individual and Organizational Knowledge Interface - Term Paper Example †¢Ã‚  The Development of Organizations’ personnel in monetary terms and in terms of time spent upon their grooming with respect to the organization’s environment is one of the foremost IT management requirements of present day. The ongoing advancements in the field of Information and Communications technology make it essential for businesses to remain equipped with the latest technologies and trends related to IT Management.   It is required that in order to do the best possible job, the business should budget for training and developing their staff and encouraging it to participate in the training lessons whenever possible. †¢Ã‚  Staff Familiarization is another essential phenomenon. The routines of the staff should be made familiar to the management. This way, better cordial relation is possible which in turn enhances the knowledge sharing paradigm within the organization. †¢Ã‚  Communication Flow is essential. The better the flow of communication wit hin an organization, the better is the adaptation to ever growing technical trends and scenarios. It should be ensured that communication should flow freely and easily between management and workers. Information should not be hoarded at different levels of an organization. Embedding of better technical features is more likely to easy flow of information.†¢Ã‚  Adapting to Best IT Practices. The best IT practices suitable to the environment of the organization should be assessed, applied and understood.... Information should not be hoarded at different levels of an organization. Embedding of better technical features is more likely to easy flow of information. Adapting to Best IT Practices. The best IT practices suitable to the environment of the organization should be assessed, applied and understood. The current stature of the company should be assessed against them from time to time and the required IT related improvements should be incorporated in order to keep up with growing business and consumer needs and requirements. SIGNIFICANCE OF DATA MODELING IN DATABASE ADMINISTRATION AND MANAGEMENTS Data Modeling is the arena that is responsible for handling the management of data within an organization. In the simplest of terminologies, data modeling refers to the way in which data is maintained within a database. Data, as mentioned by Teorey and Lightstone in their book ‘Database Modeling & Design: Logical Design’ (2005) â€Å"is the smallest named unit of  data  that has meaning in the real world†. With respect to each corporate arena all data that has meaning for it is integral to it. The better managed the data of an organization is, the better is its overall performance and operation. Since, â€Å"A  data model  describes how the data in an information system is represented and accessed.† (Oppel, 2009) the information systems within an organization are mainly base on how well the data models incorporate the data used by them. The better the modeling of data is, the better is the running of information systems and thus targeted and efficient the output. Since data and its modeling transcend the systems within a business environment, the entire roots of the tasks of a manager and database administrator are directly

Understanding Whiteness or white identity Annotated Bibliography

Understanding Whiteness or white identity - Annotated Bibliography Example Banks explains that in order to define whiteness, African Americans were necessary. This is because constructing other racial categories helped as a source of identification for powerful main groups like whites (p.22). In this article, bank has discussed racial theories developed by intellectual leaders and also explains how Franz Boas, Robert E Park and African American scholars and social scientist strived for racial reconstruction. Banks’ article helps student to realize how racial knowledge is constructed and how it is evolved over time. Banks also emphasises the importance of having transformative teaching and learning. Ralph Linton’s article â€Å"The one hundred percent American† humorously describes that most of the things an American use in everyday life are originated from other countries. Linton brilliantly analyses that majority of materials a typical American uses are un-American, and yet they consider themselves as â€Å"one hundred percent American†. Linton has explained almost every routine including activities like waking up, taking shower, having breakfast, going out in rain, catching train and reading paper, and finds out that American uses un-American materials for all these needs. This includes a pyjama he wears which is of East Indian origin or bed he sleeps which is from Persia or Asia Minor (p.1). Linton shows us that most of the American way of doing things exists because of the other countries which invented them. For students, this article is really informative and may help them understand the extent to which American culture is unique. The article â€Å"Do we need a common American identity?† discusses about the complex issues in American identity. The title question is supported by Arthur M. Schlesinger Jr (1992) who asserts that multiculturalism is a threat for basic values of Americans. While Michael Walzer (1990) opposes the title question and suggests that multicultural identity cannot be avoided in America. According to

Community analysis: Mocksville, North Carolina

Community analysis: Mocksville, North Carolina COMMUNITY ASSESSMENT Introduction The community of Mocksville, North Carolina comprises a vibrant neighborhood with over 5,000 residents (Town, 2015). Mocksville’s town center has a well-established organization for economic opportunities, and is enclosed by four large oak trees, which anchor the center of town, and offer a beautiful sight as their branches extend over Main Street. Mocksville also offers education opportunities with state of the art technology. The system runs from pre-school through high school and early college. Civic clubs, recreational activities, performing arts and a strong respect for values are also aspects that make Mocksville, North Carolina a great place to call home or to visit (Town, 2015). Through collecting community data about the citizens, and conducting a windshield assessment and an interview, a need was discovered within Mocksville, and a plan to address that need was formulated. Community Data According to census data (2010), the population of Mocksville, North Carolina was 5,051. When it comes to gender, 2,770 (54.8%) people out of the total population were female, and 2,281 (45.2%) were male (Census, 2010). The primary race in Mocksville was Caucasian, with 3,734 people identifying as white. African American’s comprised 14.6 percent of the population, with 736 people identifying as such. 12 percent of the population identified as Hispanic and Latino, which is 607 people (Census, 2010). The age ranges in Mocksville are not even. The bulk of the population, 56.8 percent, is between the ages of 18 and 64. 18.3 percent are 65 years of age or older, and 24.9 percent are under the age of 18 (Mocksville, 2015). According to economic information in the census (2010), the median household income was $40,553, and 18.7 percent of the population are below the poverty level. When it comes to geographic parameters, Mocksville is 7.54 square miles (Mocksville, 2015). Mocksville’s history is rooted in tobacco and farming. Back in that time, Mocksville was home to a few famous residents, such as Daniel Boone, who lived near Mocksville from 1750 to 1759, Thomas Ferebee, who was a Hiroshima bombardier, J. D. Gibbs, son of Joe Gibbs, Hinton Rowan Helper, and Roy L. Williams (Mocksville, 2015). Next, the average family size in Mocksville is 3.02. There are 884 husband-wife family households, 200 single males, and 401 single females. Education is an important part of Mocksville’s structure. In the census (2010), 78.9 percent of the population were said to be a high school graduate or higher, and 23.4 percent were said to have a Bachelor’s degree or higher. Despite the levels of education possessed by the citizens of Mocksville, the unemployment rate is 5.8 percent, and only 2,270 people above the age of 16 are employed (Mocksville, 2015). Government data shows that the political systems in place are primarily republican, however there is also democratic, and libertarian sway in Mocksville (Census, 2010). The city has a political structure and representation. The state senate and house both have a member from Mocksville representing Davie County as a whole. They are Andrew Brock and Julia Howard (Elected, 2015). The next level on the government tier are the Davie County Commissioners, then comes the Clerk of Superior Court and the register of Deeds. The Sheriff and District Court Judges come next followed by the Mayor of Mocksville, and Mocksville Commissioners (Board, 2015). When it comes to Mocksville’s relationship to law enforcement, there are 21 full time law enforcement employees who live in the city (Mocksville, 2015). The Mocksville Police Department is located on Main Street close to the town center. Mocksville has plenty of government services that are provided. There are 42 full time government employ ees, who live in Mocksville (Mocksville, 2015). The city provides parks and recreation, streets and highways, police protection, firefighters, financial administration, water supply, and sewerage. Windshield Assessment Mocksville has a lot of character when it comes to its physical features. The houses are well-kept and not dilapidated or boarded up. The streets are paved, with very few pot holes, and there are streetlights and sidewalks all the way down Main Street. The communities condition is old but well maintained. With it being a small town rooted in farming, there are a lot of old Plantation, and Victorian style homes. The community is visibly bifurcated, which means it is stratified into higher and lower income areas. The old, large, plantation homes are on one end of Main Street, and smaller dwellings, and brick homes are on the other end of Main Street. There are many small businesses along Main Street in Mocksville, and very few big businesses. Some smaller businesses include a music instrument store, ice cream parlor, local bars, florists, a book store, and an antique store. Three of the bigger businesses on Main Street are the Davie County Enterprise, Boost Mobile, and NAPA Auto Parts. There are three different houses of worship on Main Street. These include a Methodist, and Presbyterian Church, as well as a Life Christian Church. Along with places to worship, Mocksville has public facilities such as parks, recreation centers, schools, and human service agencies. Rich Park is located right off Main Street, and the Brock Center for the Arts is a recreation center located close to the Methodist Church near the town center. Mocksville is home to four schools, which are South Davie Middle School, Davie High School, Davie County Early College High School, and the Davie County Community College. The human service agencies in Mocksville are the Department of Social Services, Davie County Hospital, Davie County Health Department, and the Davie County Senior Center. While driving down Main Street, doing the windshield assessment, the people in Mocksville were seen walking, and talking on cell phones, driving older vehicles, looking in store windows, going into the town hall building and the license plate building, and a few landscapers were seen mowing and trimming yards. Essentially, Mocksville is a busy town during the week. Interview An interview was conducted with an older member of the community of Mocksville, on March 11th, 2015, to discuss the resources in the town. Her name is Angela Cope, and she was born in 1955, making her 60 years old (personal communication, March 11, 2015). She stated that she has lived in Mocksville her whole life and has watched it grow from a rural farm town into, the city it is today. The first question asked was â€Å"what are the community’s resources within the community?† Mrs. Cope stated â€Å"well there’s a lot of things like that. The police and fire stations are nearby and the hospital is right down the road here. I have neighbors that are a big resource for me and my husband, in case of things like emergencies† (personal communication, March 11, 2015). The next question asked was â€Å"what resources are used by the community outside the community, and how are they accessed?† Mrs. Cope stated â€Å"The only thing I can think of are the h ospitals in Winston. My husband had a stroke a few years ago and had to be taken there by ambulance. My doctors are over in Winston to, and i drive myself to my appointments† (personal communication, March 11, 2015). The next question was â€Å"are there any informal human services available in Mocksville?† Mrs. Cope asked for that to be clarified, so a few examples were given such as neighbors, and charities. Mrs. Cope stated that â€Å"oh yes, my neighbors have been a big help to me and my husband. The people around here are really nice.† When asked who the leaders were in Mocksville, Mrs. Cope stated â€Å"You know, I’m not sure. I know Andy Stokes is the Sherriff, but I don’t know anyone on the town board. We have a mayor though† (personal communication, March 11, 2015). The next question asked was â€Å"do you know about Mocksville’s communication patterns?† She stated, â€Å"The only thing like that I know about is 911. I think the building is over by the hospital. I hear the fire stations sirens going off sometimes, and we have a weather scanner in the kitchen. I hear about Davie County being under weather alerts sometimes like during thunderstorms† (personal communication, March 11, 2015). When asked what the general feel is of Mocksville to its residents, Mrs. Cope stated that â€Å"Oh, Mocksville is a great place to live. Everything I need is close by and the people are nice.† Next asked was â€Å"how do you think Mocksville is perceived by outsiders?† She stated, â€Å"Well I hope they think it’s nice. It’s got this historic look to it that people like† (personal communication, March 11, 2015). The next question was, â€Å"Does Mocksville have any traditions?† Mrs. Cope said, †Å"Yeah, we have a Christmas parade every year. There’s the bed races, and the lights they put on the big oak trees at Christmas time. It’s really pretty.† The next question asked was, â€Å"What are the strengths of the community?† She stated, â€Å"I think the people are a strength, and the resources we have† (personal communication, March 11, 2015). The last questions asked was, â€Å"what are the human service needs of the community?† In response, Mrs. Cope stated that â€Å"The only need I can think about are things for seniors. We have the senior resource center, but when I was taking care of my mom before she passed, I would have liked some more help. It was hard on me and my husband† (personal communication, March 11, 2015). Plan After the interview, the next step for this community assessment is planning an intervention that a social worker could do with the community, which meets a need identified by the community. Based upon this assessment, a need discovered was more senior services, particularly helping caregivers who are caring for their parent or loved one. To form an intervention based on this need, Asset Based Community Development, or ABCD, was used. It is a strategy for sustainable community driven development. ABCD builds on the assets that are already found in the community and mobilizes individuals, associations, and institutions to come together to build on their assets not concentrate on their needs. An asset Mocksville already has, when it comes to the older adult population, is the Davie County Senior Resource Center. The center already has many activities and programs for seniors; however, the center could house and do more for this population. An intervention to propose is an elder daycare center. The senior center is located in the heart of Davie County and could offer a great location for such a program. An elder daycare center would simply be adding on to the services already offered at the senior center, and would help give caregivers a reprieve for a few hours during the day to relax or run errands. Simply, the elderly population is growing not only in small towns like Mocksville, but all over the United States. As these numbers increase, the resources for this population will need to increase as well. Conclusion In conclusion, through collecting community data about the citizens, and conducting a windshield assessment and an interview, a need was discovered within Mocksville, North Carolina, and a plan to address that need was formulated. With a population of over 5,000 and almost 20% being older adults, the need of a resource for caregivers in Mocksville became apparent, and even more so after an interview with a citizen of the town. By using an ABCD approach, the strengths of the community were assessed, and the possible intervention of an elder daycare center was formed. To end, community resources are vital for all populations to thrive. Mocksville has met that need, but will need to continue to grow its assets to meet the needs of a growing elderly population. References Davie County, NC Appointed Board Members. (2015). Retrieved from http://www.daviecountync.gov/index.aspx?NID=483 Davie County, NC Elected Officials. (2015). Retrieved from http://www.daviecountync.gov/DocumentCenter/Home/View/25 Mocksville Town, North Carolina QuickLinks. (2010). US Census Bureau. Retrieved from http://quickfacts.census.gov/qfd/states/37/3743720lk.html Mocksville, North Carolina Profile. (2015). Retrieved from http://www.city-data.com/city/Mocksville-North-Carolina.htm Town of Mocksville, NC. (2015). Retrieved March 31, 2015, from http://mocksvillenc.org/

Politics and its affect on the olympics :: essays research papers

Politics is the art or science of government or governing, especially the governing of a political entity, such as a nation, and the administration and control of its internal and external affairs. The Olympic Games is an event held every 4 years, which includes a variety of sport activities in which different countries compete against one another. â€Å"Sport is frequently a tool of diplomacy. By sending delegations of athletes abroad, states can establish a first basis for diplomatic relations or can more effectively maintain such relations† (Espy 3). One might think that politics and the Olympics have nothing to do with each other, but in fact they do have a lot in common. How did politics affect the Olympic Games in 1936, 1968 and 1972?   Ã‚  Ã‚  Ã‚  Ã‚  In 1934, the death of President Hindenburg of Germany removed the last remaining obstacle for Adolf Hitler to assume power. Soon thereafter, he declared himself President and Fuehrer, which means â€Å"supreme leader†. That was just the beginning of what would almost 12 years of Jewish persecution in Germany, mainly because of Hitler’s hatred towards the Jews. It is difficult to doubt that Hitler genuinely feared and hated Jews. His whole existence was driven by an obsessive loathing of them (Hart-Davis 14). In 1935, the U.S. decided to attend the ‘36 Berlin games, even though the United States knew how Hitler was persecuting the Jews. By July 1933, at least 27,000 people had been placed in what Hitler liked to call â€Å"detention camps† (Hart-Davis 16). In early 1932 at an IOC meeting in Barcelona, the committee decided to grant Germany the right to the 1936 Olympic Games, which allowed Germany to restore their athletic reputation that they lost because of the outbreak of World War I. All over the world, there was an outcry to boycott or at least change the location of the ‘36 Olympics. The IOC’s first response was that they had granted Germany the Olympic site before the Nazis’ came to power. All over Germany before the Olympic Games were signs that read Juden Unerwunscht, or â€Å"Jews not wanted.† â€Å"The racial discrimination- so obvious and deliberate- was more than some foreign sports organizations could stomach. Apart from being offensi ve to normal human beings, the Nazi attitude was also diametrically opposed to the principle of free competition on which the Olympics were supposed to based† (Hart Davis 62). More than anywhere else, action against what was happening in Germany mounted more quickly in the United States, especially in New York, where there were almost 2 million Jews living (Hart Davis 62).

Database Needs for Early Learning Programs Essay

The Outcomes and Targets for the recently passed Families and Education Levy are very high. At the heart of the levy is accountability and using data in timely ways to improve annual outcomes. In the realm of Early Learning the dollars will double and the number of children and professional staff served will increase dramatically. The need for reliable, accessible data is great. An HSD IT web based data system (ELNIS) was created in 2006 for the previous levy. It was deployed in the summer of 2007 and began to be used in the 2007-2008 school year. Hosted by the state of Washington, it is accessible to each agency under contract with the city through a city purchased computer and digital certificate. Help desk support and training are also provided by the city. In 2009 the state ECEAP program substantially changed its enrollment form. ELNIS no longer matches the data elements required by the state. It was decided, because the change came so late in the year, that it was not feasible to make the changes in ELNIS. For the 2009-10 and 2010-11 school years the data has been out of sync with enrollment forms for ECEAP. ELNIS was designed in 2005 with the hope of having a single early learning data base for ECEAP, Step Ahead, and Child Care Subsidy. This proved to be unfeasible given the time constraints and limited resources available to accomplish the task. Children are entered into multiple data bases that do not connect with each other, but all ECEAP children are also in ELNIS. In 2010 Creative Curriculum substantially change the child assessment tool, such that in the final year of the levy 2010-2011 the child assessment data is no longer uploaded into ELNIS. Again it was decided not to reconfigure ELNIS to match the changes in the assessments because of time and cost, until the new levy passed. The OFE monthly report drives the immediate need for data. Each month OFE requires a data set of demographics, attendance and assessment data be delivered on the last day month following the month reported. In the MOA each year between OFE and HSD the data elements are negotiated. The data reporting required for early learning in 2010-2011 is on pages 5 – 8 of this report. These will still form a substantial part of the required data, but there will be additional items and number of records will increase substantially. Further, each year an analysis is completed by the data and evaluation strategic advisor in August/September for the previous school year. The data is used to help managers and education specialists to improve the performance of the agencies in the next school year. This process begins by creating a large data set of assessments matched to each child who has been served. The early vision was that the data would be stored in ELNIS and download for use in evaluations ready to be reported or analyzed. ELNIS is capable of containing the demographic data (although it no longer matches the data collected for ECEAP families) for each child, the agency, site and classroom data, and the ECERS assessment. It can no longer upload the Embedded Child Profile Assessment data, the PPVT- 4 child data, nor any data about professional development. All of this data must be managed separately in Excel spreadsheets and appended to the download from ELNIS. Increased needs for data and new data elements The new levy includes six components of which are three are new and three are expanded: †¢Professional Development †¢Family Engagement and Outreach †¢Preschool †¢Kindergarten Transition †¢Home Visiting Program †¢Health and Mental Health Support for Children The new required elements for reporting are expected to include the following indicators of progress toward the outcomes: †¢Parent-Child Home Program (PCHP) – Caregivers/Adults will demonstrate increased positive behavior on the Parent and Child Together tool (PACT). †¢PCHP – Children will meet standard on the Child Behavior Traits (CBT) and the Teacher Rating of Oral Language and Literacy (TROLL). †¢Family Friend and Neighbor’s (FFN†S) Care Providers – Caregivers/Adults will demonstrate increased positive behavior on the Parent and Child Together tool (PACT). †¢Step Ahead Preschool Programs – Children enrolled will meet the Standard Score and/or make gains on the Peabody Picture Vocabulary Test-4 (PPVT-4) of Receptive English by the end of the preschool year. †¢Step Ahead Preschool serving children who are English Language Learners: Children will make statistically significant gains in English Language Acquisition at the end of the preschool year on the PPVT-4. †¢Step Ahead Preschool – Children will meet age level expectations at the end of the preschool year on Teaching Strategies Gold Child (TSG) assessment. †¢Children served by Step Ahead and SEEC and enrolled in full-day kindergarten – Children will meet the age-level expectations on Washington Kindergarten Inventory of Developing Skills (WaKIDS) . †¢SEEC Pre-K – Classrooms will meet the Environmental Rating Scale (ERS) standard at the end of the program year. †¢SEEC Pre-K – Teachers will meet standard on the Classroom Assessment Scoring System (CLASS) at the end of the program year. †¢Children enrolled in Step Ahead pre-K program will have fewer than 5 absences per semester. †¢Children served by a Step Ahead Preschool will be assessed at level 2 or higher on the district English assessment test at the beginning of Kindergarten. †¢Number of early learning and child care settings receiving targeted consultation or training. †¢% of children who enroll in kindergarten on time. †¢% of children enrolled in full day kindergarten. †¢% of children who attend 90% of school days. †¢% of children who meet the birth to 3-year indicator for health (TBD). †¢% of 4 year olds who meet standard on the curriculum embedded assessment in preschool. Early Learning Health †¢Number of early learning and child care settings and providers receiving targeted consultation or training. †¢Number of children in early learning and child care settings receiving developmental assessments. †¢Number of children in early learning and child care referred for mental health therapy and/or medical follow-up. †¢Number of low-income families linked to a health care home, Medicaid coverage, and/or other health care resources. Assessment Tools used to provide outcome and indicator data Formative Assessments †¢Child: Teaching Strategies Gold (administered fall, winter and spring of the pre-k year) †¢Classroom: Curriculum-embedded classroom checklist (administered annually) †¢CLASS: Annual voluntary observation of pre-k and kindergarten- 3rd grade teachers to measure teacher effectiveness. Summative Assessments †¢Child – PPVT-4 (administered fall and spring of pre-k ) †¢Child – WaKIDS ( administered fall and spring of kindergarten) †¢Classroom – ECERS ( administered annually) Performance Payment with OFE will likely include these Outcomes (indicators) 2010-11 Indicator BaselinesNumber of Students Meeting IndicatorPercent of Students Meeting Indicator Families demonstrating increased positive behavior on the PACT and the CBT 35/4283. 3% Children making gains in the Standard Score from the fall pre-PPVT to the spring post-PPVT 657/93570. 3% Children with a minimum of two assessments meeting age-level expectations on Teaching Strategies Gold397/546 73. 0% Children are in classrooms meeting an ECERS standard of 5 in each subscale or an average of 6 in all subscales. 397/636 62. 4% Indicator Targets2010-20112012-132013-142014-152015-162016-172017-182018-19 Families demonstrating increased positive behavior on the PACT and the CBT 83. 3% 84% 85% 86% 87% 88% 89% 90% Children making gains in the Standard Score from the fall pre-PPVT to the spring post-PPVT 70. 3% 73% 76% 80% 83% 86% 89% 90% Children with a minimum of two assessments meeting age-level expectations on Teaching Strategies Gold 73. 0% 75% 78% 81% 84% 87% 89% 90% Children are in classrooms meeting an ECERS standard of 4 in each subscale or an average of 6 in all subscales. 62. 4% 67% 71% 76% 80% 85% 89% 90% Conclusions: ELNIS as currently configured will not meet the needs of the Early Learning System to report data to the funder, to use data for improving outcomes, or to manage data for contract payment purposes and monitoring. Either work needs to begin ASAP on reconfiguring ELNIS or a new data system needs to be created or purchased. Options include an HSD IT build or a purchase of a configurable off the shelf software system, such as Adsystech or ETO. Data will need to begin being reported to OFE in the fall of 2012, eight months from now. What options exist for meeting this need? What resources are available? What planning team should be assembled? Data Set currently required to be reported by OFE (2010-2011) SEEC Early Learning – Pre-K Source: HSD (monthly) Data ElementData TypeNotes YearNumericThe year of the period that the data is reported for. e. g. 2006 for reporting period December 2006. MonthNumericThe month of the period that the data is reported for. e. g. 12 for reporting period December 2006 Child HSD IDNumeric1 = English 2 = Other than English 3 = English and another language 4 = not reported Student IDNumericEnter SPS Student ID after child is enrolled in Kindergarten Ethnicity CodeChar 25 categories from SPS Child’s Home LanguageNumeric Gender CodeChar 1 SEEC Agency CodeChar 4Corresponds with Agency name look-up table SEEC Site CodeChar 4Corresponds with classroom site look-up table SEEC Classroom Code Char 7Corresponds with classroom look-up table. SEEC StatusNumeric1 = Step-Ahead Pre-K 2 = Step Ahead Match SEEC TierNumericTier I – Step Ahead, Tiny Tots, Refugee Women’s Alliance, and Jose Marti Tier II – Denise Louie Education Center/Head Start Tier III – Non-Step Ahead Early Childhood Education and Assistance Programs (ECEAP) , Neighborhood House Head Start Tier IV – Comprehensive Child Care Program (CCCP), other Head Start Programs in the City of Seattle Days in Pre-K ProgramNumeric/NullTotal number of days the student has participated in the Pre-K program during the month. ECERS Average Subscale Scores and average totalNumericRange 1-7 ECERS – Met StandardYes/No/Null ECERS average score of 4 across all 7 elements Classroom Quality StandardYes/No/NullClassroom met quality standards Classroom LevelNumeric/NullClassroom score based on years of experience and training 1st Child Assessment – Social/Emotional DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR 1st Child Assessment – Physical DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR. 1st Child Assessment – Cognitive DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR 1st Child Assessment – Language DevelopmentNumeric/NullStudent’s level from the 1st Creative Curriculum child assessment or High/Scope COR 2nd Child Assessment – Social/Emotional DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment or High/Scope COR 2nd Child Assessment – Physical DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment. or High/Scope COR 2nd Child Assessment. Cognitive DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment or High/Scope COR. 2nd Child Assessment – Language DevelopmentNumeric/NullStudent’s level from the 2nd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment – Social/Emotional DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment – Physical DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment or High/Scope COR. 3rd Child Assessment. Cognitive DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment. 3rd Child Assessment – Language DevelopmentNumeric/NullStudent’s level from the 3rd Creative Curriculum child assessment or High/Scope COR. Formative Assessment – ChildYes/No/NullChild met the standard in the final embedded assessment as adopted by the SEEC assessment workgroup. PCHPYes/No/NullParticipated in Parent-Child Home Program. SEEC Early Learning – Peabody Picture Vocabulary Test, Fourth Edition PPVT Source: HSD (twice yearly) Data ElementData TypeNotes Child HSD IDNumeric. Child AgeXX-XXChild’s age at time of test in years and months 1st assessment – standard scoreNumeric/NullStudent’s standard score from the 1st Peabody Picture Vocabulary Test. 1st assessment – raw scoreNumeric/NullStudent’s raw score from the 1st Peabody Picture Vocabulary Test 1st assessment – grade equivalent scoreNumeric/NullStudent’s grade equivalent score from the 1st Peabody Picture Vocabulary Test 1st assessment – age equivalent scoreNumeric/NullStudent’s age equivalent score from the 1st Peabody Picture Vocabulary Test 1st assessment – growth scale valueNumeric/NullStudent’s growth scale value from the 1st Peabody Picture. Vocabulary Test 1st assessment – percentile scoreNumeric/NullStudent’s percentile score from the 1st Peabody Picture Vocabulary Test 2nd assessment – standard scoreNumeric/NullStudent’s standard score from the 2nd Peabody Picture Vocabulary Test. 2nd assessment – raw scoreNumeric/NullStudent’s raw score from the 2nd Peabody Picture Vocabulary Test 2nd assessment – grade equivalent scoreNumeric/NullStudent’s grade equivalent score from the 2nd Peabody Picture Vocabulary Test 2nd assessment – age equivalent scoreNumeric/NullStudent’s age equivalent score from the 2nd Peabody Picture Vocabulary Test 2nd assessment – growth scale valueNumeric/NullStudent’s growth scale value from the 2nd Peabody Picture Vocabulary Test 2nd assessment – percentile scoreNumeric/NullStudent’s percentile score from the 2nd Peabody Picture Vocabulary Test. SEEC Early Learning – ECERS Source: HSD (twice yearly) Data ElementData TypeNotes SEEC Classroom Code Char 7Corresponds with classroom look-up table  1st ECERS score – Space and FurnishingsNumeric/NullAverage score for subscale 1st ECERS score – Personal Care RoutinesNumeric/NullAverage score for subscale 1st ECERS score – Language and Reasoning Numeric/NullAverage score for subscale 1st ECERS score – Activities Numeric/NullAverage score for subscale 1st ECERS score – Interaction Numeric/ NullAverage score for subscale 1st ECERS score – Program StructureNumeric/NullAverage score for subscale 1st ECERS score – Parents and StaffNumeric/NullAverage score for subscale 1st ECERS cumulative classroom scoreNumeric/NullAverage score across all subscales 2nd ECERS Score – Space and FurnishingsNumeric/NullAverage score for subscale 2nd ECERS Score – Personal Care RoutinesNumeric/NullAverage score for subscale 2nd ECERS Score – Language and Reasoning Numeric/NullAverage score for subscale 2nd ECERS Score. – ActivitiesNumeric/NullAverage score for subscale 2nd ECERS Score – InteractionNumeric/NullAverage score for subscale 2nd ECERS Score – Program StructureNumeric/NullAverage score for subscale 2nd ECERS Score – Parents and StaffNumeric/NullAverage score for subscale 2nd ECERS cumulative classroom scoreNumeric/NullAverage score across all subscales. Early Learning – Parent-Child Home Program Source: HSD (twice yearly) Data ElementData TypeNotes YearNumericThe year of the period that the data is reported for, e. g. , 2006 for reporting period December 2006. MonthNumericThe month of the period that the data is reported for, e. g. , 12 for reporting period December 2006. Child HSD IDNumeric Student IDNumericEnter SPS Student ID after child is enrolled in Kindergarten Ethnicity CodeChar 25 categories from SPS, Other, Bi-Racial/Multi Racial Gender CodeChar 1 AgeNumeric In Parent-Child Home Visitor ProgramYes/NoStudent has participated in the Parent-Child Home Visitor Program during the month. Parent-Child Home Visitor Program – Provider CodeNumeric292 = Atlantic Street Center 304 = Neighborhood House at Rainier Vista 305 = Neighborhood House at New Holly 310 = Southwest Youth and Family Services Parent-Child Home Visitor Program – Total Number of VisitsNumeric/NullCumulative number of visits during the month. 1st Child Behavior Traits (CBT) Assessment – Cooperation with Adults Domain Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st CBT Assessment – Attention to Task Domain. Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st CBT Assessment – Engagement in Developmentally Appropriate Tasks Domain Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior. 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 2nd CBT Assessment – Cooperation with Adults DomainNumeric/NullScore ranges 1-4 2nd CBT Assessment – Attention to Task DomainNumeric/NullScore ranges 1-4. 2nd CBT Assessment – Engagement in Developmentally Appropriate Tasks DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment – Cooperation with Adults DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment – Attention to Task DomainNumeric/NullScore ranges 1-4 3rd CBT Assessment – Engagement in Developmentally Appropriate Tasks DomainNumeric/NullScore ranges 1-4 1st Parent and Child Together (PACT) Assessment – Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 1st PACT Assessment -Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4: average score for items that make up the domain shown at left 1. Does not exhibit this behavior 2. Sometimes exhibits this behavior 3. Most of the time exhibits this behavior 4. Always exhibits this behavior 2nd PACT Assessment – Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 2nd PACT Assessment – Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4 3rd PACT Assessment – Parent-Child Interactions Domain Numeric/NullScore ranges 1-4 3rd PACT Assessment – Positive Parenting Behavior Domain Numeric/NullScore ranges 1-4. 1st Teacher Rating of Oral Language and Literacy (TROLL) Assessment – Language ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 1st TROLL Assessment – Reading ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 1st TROLL Assessment – Print Concept ScoreNumeric/NullScore ranges 0-12 (3 items with maximum of 4 points for each item). 2nd TROLL Assessment – Language ScoreNumeric/NullScore ranges 0-20 (5 items with maximum of 4 points for each item) 2nd TROLL Assessment – Reading ScoreNumeric/NullScore ranges 0-33 (8 items with maximum of 4 points for each item; one Yes/No item scored 1/0 ) 2nd TROLL Assessment – Print Concept ScoreNumeric/NullScore ranges 0-28 (7 items with maximum of 4 points for each item).