Kindergarten Curriculum Essay

I. INTRODUCTION â€Å"The first years of life are important because what happens in early childhood can matter in a lifetime. † (Harvard, 2009) The Department of Education (DepEd) having been a strong advocate of early childhood education has implemented various programs for preschoolers for decades now. The Department further strengthens this through the inclusion of kindergarten in the K to 12 basic education curriculum in the country. DepEd believes Kindergarten is a transition stage between informal literacy and formal literacy (grade 1-12). This is the period of greatest growth and development, when the brain develops most rapidly, almost at its fullest. It is a period when walking, talking, self- esteem, vision of the world and moral foundations are established. Children at this stage should be immersed with activities, games, and plays to naturally acquire the skills/competencies appropriate for their holistic development as emergent literates and be ready for formal school. According to National Association for the Education of Young Children (NAEYC) kindergarten is a critical year where children’s experiences nurture positive approaches to learning and prepare children for the more rigorous academic expectations of the primary grades (NAEYC, 2009). Therefore, kindergarten teachers should guide the learners using an engaging and creative curriculum that is developmentally appropriate. Republic ACT 10157 also known as the Kindergarten Education Act which was signed into law by President Benigno Aquino III on Jan. 20 makes kindergarten â€Å"the first stage of compulsory and mandatory formal education. † For public schools, the kindergarten education program will be free of tuition and other school fees. With the Kindergarten Education Act, the kindergarten education program will be comprised of one year of preschool education for children aged five and above. The act also pushes for the conceptualization and development of a regular training program for kindergarten teachers to ensure that teaching styles, methodologies and approaches are always in line with modern trends in and issues on education. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 1 K TO 12 – KINDERGARTEN II. FRAMEWORK The Kindergarten Curriculum Framework draws from the principles and goals of the K to 12 Philippine Basic Education Curriculum Framework. It is likewise aligned with National Early Learning Framework (NELF). It clearly depicts the developmental tasks and milestones of 5 to 6 year-olds and how educators can guide them to develop holistically. Figure 1. The Kindergarten Curriculum Framework K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 2 K TO 12 – KINDERGARTEN The framework is composed of two parts. The rectangular figures show the teaching-learning theoretical bases, beginning with the comprehensive Developmentally Appropriate Practices (DAP), then moving up to the principles and leading to the approaches. The circle consists of three main components, (1) Developmental Domains, (2) Learning Areas, and the (3) Curricular Themes. At the center is the Filipino child who is envisioned to be functionally literate and holistically developed. A. PRINCIPLES A developmentally appropriate curriculum is one that is age-appropriate, individually appropriate and socio-culturally appropriate ( NAEYC, 2009) This Kindergarten framework considers the developmental benchmarks of Filipino five-year-olds, recommends the use of strategies that address needs and interests of the learners, and uses the mother tongue as medium of instruction. Kindergarteners are constantly developing in the different domains (cognitive, language, physical, creative and aesthetic, socio-emotional, and values and character). The National Early Learning Framework (NELF), formulated by the Early Childhood Care and Development Council, views the Filipino Child as the most important asset of the nation. NELF furthers its view of the Filipino Child as†¦ †¦as a human being who loves God, parents, and country; is proud to be a Filipino; honors the customs , traditions and good values of the people, knows his/her basic rights; respects other cultures and is able to live in peace and harmony with all. Thus beginning at an early age the child must be cared for and given all the opportunities to address current developmental needs and prepare him/her for lifelong learning. Kindergarten classrooms, therefore, should multi-level because kindergarteners will differ in their development in each domain. The following are situations that a kindergarten teacher should put to mind. 1. 2. 3. 4. 5. 6. every classroom is a multi-level classroom every teacher is a multi-level facilitator every learner is unique every learner has particular intelligence or intelligences every learner has his/her own learning styles every learner has his/her own particular needs a. cognitive b. physical c. socio-emotional 3 K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012. K TO 12 – KINDERGARTEN 7. every learner has his/her own particular wants and interests 8. every learning has a right to develop uniquely from the others This framework upholds the sixteen (16) general principles of the NELF as guides on (1) child growth and development (2) learning program development and (3) learning assessment development: 1. ON CHILD GROWTH AND DEVELOPMENT The following are the general guiding principles on child growth and development: 1. Every child is unique. Growth and development varies from child to child of which the first six years of life are most vital. He/she has an innate desire to learn and is best done through meaningful and real experiences. 2. Every aspect of growth and development is interrelated and interdependent. The child needs to be nurtured in a good and caring environment that enhances healthy and dependable relationships with other children and most significant adults. 3. The learning and development of every child involves a series of complex and dynamic processes that are best attended to in a more positive and responsive manner. 4. The child must be encouraged to aspire beyond one’s own level of achievements and to practice newly acquired competencies. 5. Every child is a thinking, moving, feeling and interactive human being able to actively participate in the learning and development of self in the context of one’s family and community including cultural and religious beliefs. 2. ON LEARNING PROGRAM DEVELOPMENT The following are the general guiding principles on learning program development: 6. The learning program is child centered. It promotes the holistic way by which young children grow and develop; and recognizes the role of families and communities to support the child through various stages of growth and development. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 4 K TO 12 – KINDERGARTEN 7. The learning program is appropriate for developing the domains of development identified in the NELF; and must sustain interest in active learning of all young children including those with special abilities, are marginalized and/or at risk. 8. The learning program is implemented by way of diverse learning activities that may be enhanced with technologies such as interactive radio and audio/video clips for learning areas. 9. The use of learning materials and other resources that are locally developed and/or locally available is encouraged. 10. The mother tongue shall be used as the child’s language of learning in the early years and shall be recognized as a bridge language of learning. 3. ON LEARNING ASSESSMENT The following are the general guiding principles on learning assessment development: 11. Assessment is done to monitor learning, know where the child and inform parents of the child’s progress. 12. Assessment is essential to identifying the child’s total developmental needs and does not determine academic achievement. 13. Assessment is best conducted on a regular basis so that a timely response may be made to improve learning areas. 14. The results of the assessment of learning of a child shall be kept strictly confidential 15. Ratings should be qualitative/descriptive and not only numerical. 16. The family and community may be informed of the general outcomes of learning in the early years so as to encourage further cooperation and partnerships The framework espouses teaching-learning approaches that are constructivist, integrative, thematic, collaborative, i n q u i r y – b a s e d and reflective, in order to be aligned with Developmentally Appropriate Practices, NELF and K to 12 Framework. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 5 K TO 12 – KINDERGARTEN B. Component 1: The Developmental Domains and Benchmarks/Expectations Component 1 : shows the developmental domains represented by the six interlocked ellipses. They are arranged to form a flower in order to emphasize Erikson’s epigenetic principle. This principle states that development happens through a gradual unfolding. The child is seen as being in the process of blossoming, a little like a rose bud, that should not be hurried, lest it loses its chance to fully develop. These domains are the developmental tasks or milestones that kindergarteners are expected to attain. These includes: (1) Physical Health, Well-being and Motor Development, (2) Social-Emotional Development, (3) Character and Values Development (4) Cognitive/ Intellectual Development (5) Language Development, and (6) Creative and Aesthetic Development. The following are the six domains. 1. Physical Health, Well-being and Motor Development refers to a child’s physical growth, health and safety, and the development of skills related to the use of large and small muscle groups. Domain 1: PHYSICAL HEALTH, WELL-BEING AND MOTOR DEVELOPMENT Sub-domain Physical Health †¢ †¢ †¢ †¢ †¢ Benchmarks/expectation from 5 to 6 year-olds The child demonstrates adequate growth (weight, head circumference) The child has adequate sensory systems to participate in daily activities. The child has adequate stamina to participate in daily activities. The child shows control and coordination of body movements involving large muscle groups. The child can control and coordinate hand and finger movements. o Copies a simple pattern of different basic shapes o Draws a human figure (head, eyes, mouth, trunk, arms, legs, etc. ) without prompts o Draws a house without prompts using geometric forms o Colors with strokes staying within the lines The child participates in basic personal care routines o Feeds self-using fingers without spillage o Prepares own food o Dresses without assistance, including buttoning and tying o Wipes/Cleans him/herself after a bowel movement 6 Gross Motor Skills Development Fine Motor Skills Development †¢ Personal Care and Hygiene K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 K TO 12 – KINDERGARTEN o o Brushes teeth after meals without having to be told Washes and dries face independently without having to be told 2. Social – Emotional Development refers to the child’s ability to know one’s self, express and understand feelings, and relate to others. Domain 2: SOCIAL AND EMOTIONAL DEVELOPMENT Sub-domain Emotional Expression †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Benchmarks/expectation from 5 to 6 year-olds The child expresses different basic emotions. The child demonstrates ability to self –regulate feelings/emotions and follows schedules as well as rules and regulations. The child comprehends and displays self-appraisal emotions (shame, pride, guilt). The child is receptive to the different emotions of other people and shows empathy. The child expresses knowledge of self and basic roles of people in his/her immediate environment. The child forms healthy attachments to primary caregivers and other significant adults and children in his/her life. The child plays and has positive interactions with other children. The child has positive relations and interactions with adults. The child takes social cues from the environment and adjusts his behavior accordingly. The child recognizes and respects similarities and differences in people, language, culture. Emotional (Receptivity to Other’s Emotions) Social (Emerging Sense of Self) Social (Forming Attachments) (Interactions with Other Children) Social (Interactions with Adults) Social (Sensitivity) Social (Appreciating Diversity) 3. Character and Values Development refers to a developing understanding of justice and fairness, right and wrong, love and respect for different arenas of the child’s life. Domain 3: CHARACTER AND VALUES DEVELOPMENT Sub-domain Personal Values (Honesty) †¢ Benchmarks/expectation from 5 to 6 year-olds The child demonstrates honesty in words and in actions. 7 K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 K TO 12 – KINDERGARTEN Personal Values (Responsibility) Interpersonal Values (Love of Family) †¢ †¢ The child takes on responsibility and accomplishes these as best he/she can. o Does his/her share of work in the classroom o Does and finishes assigned tasks without prompting The child loves, respects and feels he/she belongs to a family unit. Interpersonal Values (Pakikipagkapwa) †¢ †¢ †¢ †¢ †¢ Nationalism (Love of Community) Nationalism (Love of Country) The child shows respect for others, children, and adults alike. The child demonstrates concern for others. The child opts for cooperative, non-aggressive means for achieving goals and resolving conflict. O Works well with others The child demonstrates knowledge and love for his/her community or neighborhood. The child shows respect and love for the Philippines. o Knows he/she is Filipino o Keeps during flag ceremony o Knows name of country The child shows interest in and wonder at nature. The child demonstrates a caring attitude towards nature’s creatures and its resources. The child shows respect and love for the Creator. Spiritual (Appreciation of Nature) Spiritual (Care for Nature and Its Resources) Spiritual (Love for the Creator) †¢ †¢ †¢ 4. Cognitive/Intellectual Development refers to a child’s ability to abstract, understand concepts and their logical relations, and to manipulate them to arrive at new ideas or conclusions. Domain 4: COGNITIVE DEVELOPMENT Sub-domain Attention and Activity Level †¢ Benchmarks/expectation from 5 to 6 year-olds The child is able to sustain attention and modulate his activity at age-expected levels. 8 K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 K TO 12 – KINDERGARTEN o Sustains attention and concentration on a tabletop activity for 15-20 minutes o Can work on a school assignment with minimal supervision o Can work on a school assignment independently The child develops basic concepts pertaining to object constancy, space, time, quantity, seriation, etc. and uses these as the basis for understanding how materials are categorized in his/ her environment. o Can tell which is the left and right people facing him/her o Knows the difference between yesterday, today, and tomorrow o Understands the concept of number-quantity relations for 1-10 o Demonstrates concept of addition using finger or objects o Demonstrates concept of subtraction using fingers or objects The child is able to understand the cause –effect relationships. The child is able to recall people he has met, events, and places he has been to. The child is able to store verbal information in short and long –term memory. o Can recite the days of the week with some errors o Remembers lessons learned in school even after several days have passed o Can recite the days of the week with no errors o Can recite the months of the year with some errors The child is able to follow the logic of events (i. e. , reasons why these happen) and draw accurate conclusion by evaluating the facts presented to him. o Knows that certain elements remain the same even if their positions changes o Able to predict what will happen next in a story o Can predict how a story will end half-way through The child is able to plan and organize a simple, familiar activity. o Can plan how he/she will carry out an activity without adult guidance The child is able to generate new ideas or concepts, or new associations between existing ideas or concepts. o Can draw things or scenes from experience but with no actual model or reference o Can draw or paint things that do not exist in real life The child is able to shift to more adaptive cognitive processing strategies in order to effectively deal with new and unexpected conditions in his/her environment, including problem situations. Higher-Ordered Mental Abilities (Concept Formation) †¢ Higher-Ordered Mental Abilities (Cause-Effect Relationships) Memory (Memory for Experiences: Episodic Memory) Memory (Memory for Concept-Based Knowledge: Semantic Memory †¢ †¢ †¢ Higher-Ordered Mental Abilities (Logical Reasoning) †¢ Higher-Ordered Mental Abilities (Planning and Organizing) Higher-Ordered Mental Abilities (Creative Thoughts) †¢ †¢ Higher-Ordered Mental Abilities (Cognitive Flexibility) †¢ K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 9 K TO 12 – KINDERGARTEN 5. Language Development refers to a child’s ability to understand and use language to communicate ideas, learn to acquire language skills in preparation for reading, writing and counting. Domain 5: LANGUAGE, PRE-READING AND PRE-MATH Sub-domain Receptive Skills Development Expressive Skills Development Pre-Reading and Pre-Math (Matching) Pre-Reading and Pre-Math (Rote Sequencing) †¢ †¢ †¢ †¢ Benchmarks/expectation from 5 to 6 year-olds The child is able to understand both verbal and non-verbal forms of communication. The child is able to use words and gestures to express his thoughts and feelings. o Draw and tells a story about his drawing The child is able to match identical objects, colors, shapes, symbols. Pre-Reading and Pre-Math (Copying Letters and Numbers) The child is able to recite the alphabet and numbers in sequence. o Sings the alphabet song perfectly o Names more than 5 letters o Associates 2 letters with their sounds o Counts from 1 to 10 perfectly o Associates more than 5 letters with their sounds †¢ The child is able to copy letters and numbers. o Prints complete name without model o Prints upper case letters with a model with no reversals o Prints lower case letters with a model with some reversals o Prints numbers 1-5 with a model with some reversals o Prints upper case letters without a model and with no reversals o Prints lower case letters without a model and with no reversals o Prints numbers 1-5 without a model and with no reversals 6. Creative and Aesthetic Development refers to the child’s awareness of and development of their innate talent and creative skills. The domain includes music, visual arts, drama, dance and creative movements. This domain is a recent addition because it is recognized as equally important as the other five domains in the development of the young learner. Thus, the benchmarks and expectations particular to this domain are yet to be finalized. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 10 K TO 12 – KINDERGARTEN C. Component 3: The Curricular Themes Component 3 provides the curricular themes for integrating the five (5) learning areas to develop the six (6) domains for the holistic and functional development of the kindergartner. These curricular themes adheres to Brofenbenner’s Bio-ecological Theory, that defines â€Å"layers of environment, each having an effect on a child’s environment. † 1. Myself – concepts and ideas that help the learners understand himself/herself better so that he/she will develop as an individual. 2. My Family – concepts, ideas, practices that guides the child to be responsible and proud of himself and his family. 3. My School – concepts, ideas, practices, and situations that help the child understand how to be an individual and socialize with other learners, teachers, school personnel and other members of the school. 4. My Community– concepts, ideas, practices, situations, and responsibilities that the learner should acquire and understand so that he/she will become functional and responsive member of the community. 5. More Things Around Me – all other concepts, ideas, practices, situations, and responsibilities not covered by themes 1 to 4 but which may be relevant to the community, culture, and interest of the leaner. Figure 2 The Curricular Themes K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 11 K TO 12 – KINDERGARTEN III. OVERALL GOAL AND OUTCOMES A. Overall Goal: Five-year old Filipino children will be prepared for life. B. Outcomes: By the end of the KINDERGARTEN year, we will have children who are: effective communicators in their mother tongues; healthy and physically active; respectful, honest, God-loving; proud of themselves, their family, culture, heritage and country; creative and appreciative of the arts, and caring of the environment; inquisitive, enthusiastic and engaged learners. K to 12 Curriculum Guide – Kindergarten – version as of January 31, 2012 12 K TO 12 – KINDERGARTEN TRANSITION FROM KINDERGARTEN TO GRADE 1 Figure 3. Kindergarten-Grade 1 Transition Paradigm Transition Paradigm Kindergarten Education generally addresses the different developmental domains of the 5-year olds. But, as mentioned earlier, the domains are amorphous or do not have shape; hence learning areas are identified. The learning areas transition the domain-based curriculum of kindergarten to the content-based curriculum of grade 1 to 12. This design allows for a smooth transition from Kindergarten to grade 1 thereby making it seamless. IV. CONTENT AND PERFORMANCE STANDARDS Domains : CHARACTER AND VALUES DEVELOPMENT Strand Content Standards Social –Emotional Development Ang bata ay †¦ ? Kagandahang Asal ? ? ? Nagkakaroon ng kaalaman sa pagpapahalaga sa sarili Nagkakaroon ng kaalaman ukol pakikipagkapwa Nagkakaroon ng kamalayan sa konsepto ng disiplina Nagkakaroon ng pagpapahalaga sa Panginoon Nagkakaroon ng kamalayan sa pananagutang panlipunan (tungkuling pantahanan at pampaaralan Nagkakaroon ng kaalaman sa sariling damdamin Performance Standards Ang bata ay inaasahang†¦ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ nakapagpapakita ng paggalang sa sarili sa lahat ng pagkakataon nakapagpapakita ng katapatan sa kanyang ginagawa nakapagpapakita ng pagmamahal at paggalang sa mga kasapi ng maganak nakapagpapakita ng pagmamahal at paggalang sa kapwa nakatatanggap at naisasagawa ang mga itinakdang tungkulin nakapagpapakita ng pagmamalasakit sa kalinisan at kaayusan ng kapaligiran nakapagpapakita ng pagmamahal sa Panginoon nakikisali nang may sigla sa mga pangkatang Gawain nakakatulong sa mga gawaing tahanan at paaralan sa kanyang gawin ? ? ? Pagpapaunlad sa kakayahang sosyo-emosyunal ? ? Nakikilala at natatanggap ang nakapagpapahayag ng iba’t ibang damdamin sa tamang paraan nakapagpapahayag ng kakayahang mapigil ang mga damdamin at emosyon at nakasusunod sa mga pang-araw-araw na gawain/tuntunin †¢ nakauunawa at nakapagpapakita ng sariling emosyon †¢ nakapagpapakita ng pagtanggap at pag-unawa ng emosyon ng ibang tao K TO 12 – KINDERGARTEN emosyon ng ibang tao †¢ †¢ ? Nagkakaroon ng mabuting pakikipag-ugnayan sa kapwa at nakatatanda †¢ †¢ †¢ ? Nagkakaroon ng kamalayan ukol sa pagkakaiba ng tao †¢at nakapagpapahiwatig ng pagdamay sa damdamin ng iba (empathy) naipahihiwatig ang akma at katanggap-tangap na reaksiyon sa damdamin ng iba naisasaalang-alang and damdamin ng iba at nakikisali sa kasiyahan / Nakikiramay sa kalungkutan ng iba nakapagsisimula ng laro naipadadama at naipakikita ang pagmamahal sa mga nakatatanda at mga bata nakikisalamuha sa mga kilalang nakatatanda sa pamamagitan pakikipag-usap at pakikipaglaro nakikilala at natatanggap ang pagkakaiba ng tao o wika o kasuotan o kagamitan o kakayahan o kulay nakikilala ang mga kasapi ng pamilya nailalarawan ang iba’t-ibang bahagi ng bahay natutukoy ang mga tao sa paaralan natutukoy ang mga lugar sa paaralan natutukoy ang mga katulong sa pamayanan(community helpers) Natutukoy ang mga lugar sa pamayanan naipapakita ang paggalang sa pambansang watawat at pambansang awit Pamilya Paaralan Pamayanan Bansa ? Pagkilala sa sarili bilang kabahagi ng pamilya ? Pagkilala sa sarili bilang kabahagi ng paaralan ? Pagkilala sa sarili bilang kabahagi ng pamayanan ? Pagkilala sa sarili bilang kabahagi ng bansa †¢ †¢ †¢ †¢ †¢ †¢ †¢ Domains: HEALTH, WELL-BEING AND MOTOR DEVELOPMENT Strand Content Standards Physical Education and Health The learner†¦ Health ? acquires and practice sound health habits ? acquires attitudes, knowledge, and skills about physical activity for maintaining physically fit lifestyles Safety ? identifies and practices appropriate K to 12 Curriculum Guide Science – version as of January 31, 2012 Performance Standards The learner†¦ †¢ demonstrates health habits that keep their bodies clean and sanitary. †¢ shows sufficient energy to participate in daily activities (Physical Fitness) †¢ demonstrate safety practices at home, in school, at the playground and 15 K TO 12 – KINDERGARTEN safety procedures ? demonstrates fundamental gross motor skills properly †¢ †¢ †¢ ? Demonstrates competence in various fine motor skills ? demonstrates sensory perceptual skills †¢ †¢ †¢ †¢ the neighborhood. demonstrates locomotor skills such as walking, running, skipping, jumping climbing correctly demonstrates non-locomotor skills such as pushing, pulling, turning, swaying, bending correctly. demonstrates receptive and projective (manipulative) skills such throwing, catching, kicking correctly demonstrates fine motor skills such as cutting, writing, drawing, using spoon and fork correctly demonstrates awareness of the position and movement of one’s body. (Body awareness) demonstrates visual discrimination skills like, identifying same and different, missing parts, which does not belong (Visual Discrimination) creates representations like shapes, letters, pictures (Form perception representations) Physical Education Sensory-perceptual Domains: CREATIVE AND AESTHETIC DEVELOPMENT Strand Discovery Content Standards The learner†¦ ? appreciates the beauty of nature Exposure ? appreciates the different art forms (music, dance, drama and visual arts) ? evaluates music, dance, drama and visual arts ?uses a variety of materials, tools, techniques and processes in the arts (music, dance, drama and visual art) Performance Standards The learner†¦ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ observes things and occurrences in nature shows interest in examining various things found in nature identifies the various art forms demonstrates interest and enjoyment in viewing, and listening to artistic performances and works of art chooses music, dance, drama and visual art that they prefer describes the characteristics of music, dance, drama and visual art that they prefer participates in the creation of music, dance, drama and visual art creates visual arts using different materials creates rhythm responds to different beat, pitch, melody, dynamics, tempo, mood, dynamics using creative movement role plays a story. Evaluation Production K to 12 Curriculum Guide Science – version as of January 31, 2012 16 K TO 12 – KINDERGARTEN Domains : LANGUAGES DEVELOPMENT Strand Listening and Viewing Content Standards The learner†¦ ? ? ? ? ? ? ? ? ? discriminates sounds listens for directions listens to stories expresses oneself asks and answers questions shares information tells stories gives directions analyzes meaning sounds (Phonemic Awareness) Performance Standards The learner†¦ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ distinguishes different types of sounds follows simple directions comprehends simple and familiar stories increases his/her vocabulary for describing things and expressing ones feelings answers and responds to questions accordingly increases his/her vocabulary in sharing information narrates simple and familiar stories gives simple directions Identifies and distinguishes sounds distinguishes vowel and consonant sounds blends and segments words blends and segments words matches letters to their sounds (and vice versa) recognizes and names all uppercase and lowercase letters of the alphabet. Decodes basic sight words identifies common words understands that printed materials provide information reads using correct directionality reads using proper intonation analyzes and comprehends simple narrative analyzes and comprehends simple information/factual texts writes words and phrases using a mix of invented and conventional spelling writes words and phrases using manuscript form composes own stories with a clear beginning, middle and end composes own stories using pictures composes informational/factual texts using own words composes information/factual texts using illustrations Speaking Reading ? decodes words ? Demonstrates book knowledge and print awareness ? comprehends simple texts Writing ? writes using the correct mechanics ? writes narrative and informational/ factual texts K to 12 Curriculum Guide Science – version as of January 31, 2012 17 K TO 12 – KINDERGARTEN Domains : COGNITIVE / INTELLECTUAL DEVELOPMENT Strand MATHEMATICS Number Sense of Whole Numbers Content Standards The learner†¦ ? begins to understand the relationship between numbers and quantities up to 10. ? begins to understand, to describe simple addition and subtraction, and to use them to solve problems. The learner†¦ †¢ recognizes sets of objects up to 10 †¢ compares two or more sets of objects up to 10 †¢ recognizes, represents, matches, names, reads, counts, and writes whole numbers up to 10 †¢ compares and orders whole numbers up to 10 †¢ uses the words â€Å"put together,† add to,† and â€Å"plus† to understand the concept of addition †¢ uses the words â€Å"take away† and â€Å"minus† to understand the concept of subtraction †¢ uses manipulative to explore the concepts of addition and subtraction with sums or differences between 0 to 10 †¢ uses concrete objects to determine answers to addition and subtraction problems †¢ divides a whole into two or four equal parts. †¢ explores the environment to observe, identify, describe, and compare 2- to 3- dimensional objects †¢ compares shapes, sizes, and positions of 2- to 3-dimensional objects †¢ uses manipulative to create 2- to 3-dimensional objects †¢ observes sunrise and sunset to tell the time of the day (morning, noontime, evening) †¢ tells the number of days in a week and the months in a year †¢ measures and compares the length, mass, and capacity of familiar objects using non-standard units †¢ participates actively in gathering information about objects or events in their environment. †¢ makes a graph or chart based on the information gathered †¢ answer questions about the graph or chart Performance Standards Operations of Whole Numbers Number Sense of Fractions Geometry Measurement? understands the concept of dividing wholes into equal parts. ? begins to identify the common 2- to 3dimensional objects in the environment and describes their shapes, sizes, and positions. ? understands the concept of time, length, mass and capacity and the nonstandard units to ? Measures them. ? starts to make a graph or chart based on the information gathered about objects or events in their environment. Statistics K to 12 Curriculum Guide Science – version as of January 31, 2012 18 K TO 12 – KINDERGARTEN Strand SCIENCE Content Standards The learner†¦ The learner†¦ †¢ †¢ †¢ Performance Standards Scientific Thinking and Practice †¢ understands the processes of scientific investigations uses observation and questioning skills in the science inquiry asks and answers questions about surroundings and share findings with classmates records observations and data with pictures, numbers and/or symbols People, Animals and Plants. Knows the similarities and differences of living things knows that living things are made up of parts that have specific functions knows the changes in living things over time †¢ Earth (Weather) †¢ knows that weather changes and that it affects people People †¢ identifies the similarities and differences of people †¢ identifies the body parts of living things and its specific functions †¢ identifies the five senses and how they are used †¢ uses the senses to observe surroundings and classifying objects observed.

Effects of Growing Up in a Dysfunctional Family Essay

When some people look back on their childhood they see happy times full of family memories, traditions, love, and encouragement. When I look back on my childhood I remember drug abuse, visiting my step father in jail, going without utilities, and playing the role of a mother at the age of eight. I knew I was different from other children. I knew that my parents depended on me to play the role of an adult. They depended on me to get up every morning and get my brother and sister on the school bus. I knew they depended on me to go straight home from school every day so I could babysit. I would wake my mom up for work so she could work two jobs to support us and then I would cook dinner. Homework, friends, and things I wanted came last and I knew I didn’t have a choice. Indeed, my family was, and is, dysfunctional. What is dysfunction? Dictionary. com defines dysfunctional as any malfunctioning part or element. Dysfunction contains many aspects of unhealthy relating. Unhealthy relating can include such things as manipulation, using guilt or anger as motivation and at its most severe, abuse, including verbal, physical, and sexual abuse. Dysfunction is something that is passed down from generation to generation until it is implemented into the family. From family to family there are different levels of dysfunction which span from mild dysfunction, to moderate dysfunction, and even severe dysfunction. A child growing up in a mildly dysfunctional environment tends to have an easier time fitting into society and functioning normally in life and their life may not be effected at all. One example of a mild dysfunction is a parent treating a child like an adult or making the child take care of the adult either emotionally or physically. The adult treats the child as if they were an equal rather than a child. This results in the child having difficulties later in life in relationships getting their own needs met. This comes from having to give up a lot of these needs as a child to take care of the parent. An example of moderate dysfunction in a family is having a parent who is an alcoholic or drug addict. Because the child sees this on a regular basis, these behaviors are deemed to be â€Å"normal† or â€Å"accepted† behavior. The parents’ drug and alcohol abuse increases the risk of a child abusing drugs or alcohol causing a strain in the child’s relationships later in life. Parents who use drugs tend to become emotionally absent and may, under the influence, scare the child, and may consistently disappoint the child. Severe dysfunction is the highest level of dysfunction. This occurs when a parent physically or sexually abuses the child on a regular basis, which severely damages the child on many levels. Children who grow up in these environments tend to need a lot of help and lengthy treatment to heal. Some children are not able to heal at all and without help, the patterns of abuse are likely to be passed down to the next generation. Along with different levels of dysfunction there are specific roles each person in the family plays. There is the dependent, the enabler, the hero, the scapegoat, the lost child, and the mascot. The only exception is the only child. An only child tends to take on multiple roles, at the same time or alternating between roles. Because of this, the only child tends to have a great deal of confusion and overwhelming pain. The dependent is the spouse that causes the family problems. The dependent, also known as the problem spouse, has a serious problem and it impacts every other member of the family and is taken care of by every member of the family. The enabler is the spouse that allows the dependent to continue his or her actions so that the dependent does not have to face consequences of his or her own actions. The enabler feels angry and resentful about having to pick up the slack of the dependent; they feel powerless to do anything to stop it. The enabler feels that they should act this way because without them holding everything together the family will fall apart. Since the family’s survival is dependent on the enabler, they may pay the cost of stress-related illnesses, never having his or her own needs met, and be a sufferer for the cause of the family. Ironically, because the enabler permits the dependent’s behavior, they are also preventing the corrective experience that crisis brings, which may be the only thing that stops the dependents downward spiral. The hero is usually the oldest child. They are also named as â€Å"the good child† or â€Å"the caretaker†. The hero takes on the role of a parent and feels responsible for the emotional health of the family. The hero is characteristically an over-achiever and over-responsible. The family looks at the hero’s as a source of humility and honor, and it makes the family feel as if they are doing well. The hero may do well in school and be good at sports and obtain good employment while inside the hero suffers from feelings of insufficiency, failure, or guiltiness. These feelings derive from thoughts that no matter how well the hero does, it will not heal the wounds of their family. The hero’s obsessive drive to accomplish something may lead to stress-related illness as well as compulsive over working. Since the hero tries so hard to do well, he or she often obtains a great deal of positive attention. However, inwardly, the hero feels empty and unable to express their true feelings. The second born usually plays the role of the scapegoat and is also known as â€Å"the problem child†. The scapegoat is characteristically the trouble maker and is blamed for the majority of the family’s problems. He or she acts out in anger or defiance because of the built up feelings they harvest inside because all the families attention goes toward the dependent or the hero and they are being ignored. The scapegoat often gets labeled as the family’s problem because of their experimentation with alcohol, drugs, promiscuous sexuality, involvement in adolescent gangs, or criminal activity. It is often the difficulty of the scapegoat that leads the family into treatment or counseling. Along with drug or alcohol abuse, the scapegoat’s acting out may bring with it early pregnancy when they are not prepared, or incarceration. The irresponsible attitude and hostility tends to lead them to acts of violence against themselves or others. This defiance affects their opportunity to obtain adequate income leading them into outright criminality to earn a living. The scapegoat has lost touch with their morality, casting them in the role of a rebel. The characteristically shy, lonely, isolated child is dubbed as the lost child. The lost child feels like an outsider and feels like their parents and siblings ignore them. The lost child removes themselves from the chaos of their family, often engaging in their own fantasy world. The lost child has trouble identifying themselves and discovering who they are. They are often confused about their sexual identity and have weak communication skills and difficulties with intimacy. The only way the lost child knows how to seek attention is by wetting the bed, and getting sick with asthma or allergies. They take care of themselves by easing their pain with overeating, or drowning their problems with alcohol or drug abuse. Low self-esteem usually ends all attempts of achievement. The lost child often has few friends and has trouble finding a marriage partner later in life. Instead, he or she tends to comfort their lack of intimate relationships with pets or other material possessions. The lost child is often stuck in his or her own isolation preventing them from getting professional help. Clowning and hyperactivity are the main characteristics of the mascot who is often the youngest child. The mascot attempts to be the center of attention, or tries to make the family feel better through his or her comical relief. They use their comic efforts as a defense mechanism. Even though the mascot is protected from tribulations of life, they still feel intense anxiety and concern. Because the family tends to try to protect the mascot, he or she is often unprepared and immature when they grow into adulthood. The only way they know how to deal with problems is to change the subject or by fooling around. Since the mascot uses comedy frequently, they are rarely taken seriously and are often a subject or subjected to criticism or rejection. The mascot may develop a learning disability because of struggling with concentration and focusing in school. They tend to be unaware of their feelings because they fear their own emotions. Since the mascot fears their own inner feelings, it prevents them from getting the help they need; often leading to intense depression and even suicide. Growing up in a dysfunctional family changes a child’s outlook on life. It changes the way they grow up, the way they act, and the way they view normal behaviors. Children in a dysfunctional family miss necessary milestones in growing development to prepare them for adulthood. They, in other words, grow up too fast. Children of severely dysfunctional families are often subjected to sexual abuse becoming the substitute spouse for the parent of the opposite sex. Children of dysfunctional families have their boundaries violated by their parents. Children either do not have any freedom or too much freedom. When a child grows up in a physical or sexual abusing family their physical boundaries are desecrated leading them to not being able to set boundaries in adult relationships. When a parent is intoxicated most of the time it creates confusion about which behaviors are appropriate and which are not. Children growing up seeing these kinds of behavior on a daily basis see these behaviors as normal. These children of dysfunctional families grow into teenagers with more emotional problems. Many of them end up using drugs severely or turn to alcohol. Teenagers who were sexually abused, or molested, have a tendency to have many sexual partners because they were forced to have sex as a child, they have a conscience thought that they cannot say no. Many teenagers from a dysfunctional family try to escape the realities and runaway to try to find a better life. They in fact find prostitution, drug use, and some even find death. Females from a dysfunctional family triple the chance of having a baby before the age of twenty. When children from a dysfunctional family grow up they become adults. These adults can lead their lives in one of two directions: either role with the dysfunction and not try to stop it and raising their children the same way, or they can fight it and try to change it to keep it from spreading to the next generation. When someone chooses to not fight it, they inflict the same pain on their children as they had experienced without truly realizing it. Since they saw dysfunction their whole lives they feel like it is normal and there is no problem with it. When someone chooses to overcome it, they inflict a great deal of stress on themselves. Some participate in counseling, or therapy, and some try to fight it on their own. Some people may not be able to completely erase the dysfunction. It may take generation after generation to change. For example, someone from a severely dysfunctional family may try to change the dysfunction in their own family but, in fact, only change to a moderately dysfunctional family. Then someone from a moderately dysfunctional family may only be able to change it to a mild dysfunction in their own family. It takes generations of work to change the ways of the family. There are many ways, many different routes people can take to try to overcome the dysfunction they have dealt with throughout their childhood. Many try counseling or therapy. Some just try to fight their way through it. Either way there are many ways to overcome it and change your life. It takes drive and fight to change patterns of dysfunction but with work and determination it is possible. I grew up in a family of severe dysfunction. I am twenty five years old and have seen more than anyone else I know my age. I played the role of the hero, the lost child, and the replacement spouse. I have dealt with more than I should have at any age. But after all this, I know I can and will do better for my family. In my opinion, anything can be overcome, anything can be changed. There are so many ways for a family to be dysfunctional and so many different roles for a child who deals with that kind of pain. Everything can be overcome and changed for the better. Children from a dysfunctional family do endure a great deal of pain and it changes their lives forever.

Link Between Academic Success and a Students Perceived Self-worth Essay

Link Between Academic Success and a Students Perceived Self-worth - Essay Example There is a vast body of research on the intricate link between academic success and a student’s perceived self-worth. There is also a large amount of research detailing how the dynamics of student-teacher interactions play a key role in the formation of self-worth by these same students. However, Fay and Funk (1995) point out that educators only have access to the formation of such perceptions when providing feedback to behavior. Schroeder (n.d.) points out that feedback also involves the methods by which the educator communicates correctness of student responses to academic questions. Jim Fay’s (1995) discussion of three major teaching styles reminders readers that feedback sends not only the overt message of the words used but the covert messages of tone, actions and general body language. Of the three teaching styles - helicopter, drill sergeants, and consultants – it is the consultant teacher who embodies the overt and covert â€Å"messages of personal worth , dignity, and strength† (Fay & Funk, 1995, p. 197). When looking to the strategies employed by consultant teachers, it becomes obvious that these can be used with all teaching styles to provide corrective feedback in a whole instruction setting. First, educators should make sure the questions being asked are of appropriate difficulty and cognitive levels while being stated as clearly as possible. Schroeder (n.d.) suggests that questions dealing with new material should be such that 80% of the responses given are correct and 90+% for review materials. Educators may find that low-level questions that ask what, where, and who are best for this. Such pedagogical procedures will promote self-esteem as well as momentum needed to progress with instructional activities. Students will then be more willing to work for answers to higher order questions dealing with the why and how. Secondly, teachers should react to responses in such a way as to encourage student answers. Quick, certain responses that are correct need only affirmation that they are indeed correct. Correct but hesitantly given responses need the affirmation of correctness as well as praise and perhaps a short review of why the response is correct. Incorrect responses that are due to a careless error need only a quick reference to the error and time for the student to be allowed to provide the correct answer. Incorrect answers based on a lack of knowledge should be met with prompts and hints that may engage the needed information. Clarifying, rephrasing, or even changing the difficulty level may also assist these students (Schroeder, n.d.). Educators should provide students with every opportunity to get a correct answer but should not prolong the experience once it becomes obvious that the student lacks the knowledge needed. Third, instead of issuing orders teachers should present expectations as a challenge of something the student can and will do - positive expectancy. There are many procedures that will engender such an atmosphere. However, students sometimes resist the challenge even though a sense of positive expectancy has been created. Effective teachers will continue to work with the student and try to help him identify how to meet the expectation.Such teachers are engaging in tenacity (Saphier & Gower, 1987). Tenacious teachers engage in a "no excuses" policy. In this procedure the teacher will ask why the student is unable to meet the expectation. She will then refuse to accept such excuses. Work may be sent back to be done over; supplies may be procured and provided to the student; help and individual instruction may be offered more often; and eventually the consequences of the performance - superior, adequate, or poor - will be given without anger (Saphier & Gower, 1987).

Hidden Influence of Social Networks Essay Example | Topics and Well Written Essays - 500 words

Hidden Influence of Social Networks - Essay Example Those deaths really affected their families, friends and even him hence they got socially disturbed. He says that, â€Å"so, when I die, my wife’s risk of death can double, for instance in the first year†. On the other hand, he addresses the local audience telling them that the widowhood effects are not restricted to only wives and husbands. They are also experienced in all sorts of relationship including spousal and marriage and friendship sets of connections. Nicholas asked rhetorical questions such as, â€Å"why are we embedded in social networks?†Ã‚   â€Å"How do they operate?†Ã‚   â€Å"And how do they affect us?† (Christakis, 2010)Nicholas says that emotions which are fundamental may causes of human networks which are encoded in our genes. He continues explaining how human social networks look like a regular lattice and specific patterns with particular structures. He gives an example of a real network of college students at an elite northeas tern university. He uses and highlights a few dots. He says that if an individual looks at the dots, a comparison of node B in the upper left to node D in the far right; B has four friends coming out from him and D has six friends coming out from him (Christakis, 2010). This implies that the two individuals have different friend numbers. Therefore, other aspects of social network structures are not so obvious according to Nicholas. He also addresses the audience using signs and gestures to explain to them the pattern of connections of among people thus conferring upon the groups of people.

Weighted Avarage Cost of Capital Research Paper Example | Topics and Well Written Essays - 500 words

Weighted Avarage Cost of Capital - Research Paper Example In other words, WACC also indicates about the minimum required return on the total project outlay. The cost of equity is directly proportional to its return. That means higher the return on equity; the greater will be the cost of equity. In other words, higher return will increase the weighted average cost of capital. The calculation of WACC often helps to determine the economic feasibility while undertaking any mergers of the two different entities or expanding existing business activities. WACC is the actual cost that takes into account both equity and debt based on their actual proportion involved and that is why it is the most appropriate rate while doing capital budgeting exercise. When an organization raises any long-term capital, the WACC cost will get altered as per the new proportion of equity and debt. Initial public offering is made to raise the capital (equity) required for the project. When the promoter of the project is unable to finance the project fully through their own resources, they go to public and issue part equity and thereby raise the capital required for the project. Thus, depending upon the confidence levels shown by the public in the promoter and their project, the required amount in the form of the equity can be raised. This additional capital raised from the public completes the minimum requirement of the equity as proposed by the institutions. Usually, the financial institutions appraise the project and provide the necessary debt necessary to meet the entire financial needs of the project. Each time, when funds are needed for expansionary purposes, the financial needs are met through equity and debt components derived in an appropriate proportion. Mergers and acquisitions are done to take advantage of synergy in the operations. In mergers, two organizations merge and form a single organization. Shareholders of the

Flannery Oconnor's a good man is hard to find Essay

Flannery Oconnor's a good man is hard to find - Essay Example After the cat jumped on Baileys shoulder and caused the car to wreck, the grandmother was scared of Baileys reaction. She was relieved to see the other car coming at first. Upon recognizing the Misfit, the grandmother blurted out who he was. If she would have not recognized him, maybe the men would have just stole the car. Maybe they would have fixed the car and had the family take them somewhere. However once the grandmother said the Misfits name, she signed their death warrants. When Bailey said the nasty phrase that made his mother cry, he knew that they would all be killed. The Misfit and the grandmother had a conversation as his friends were killing her family in the woods. In some ways the Misfit heard the grandmother and vice versa unlike their respective friends and families. The grandmother was trying to relate to the Misfit by insisting he must be a good man. The Misfit was trying to explain that he was not a good man. The grandmothers words are what condemned her to death. The grandmother was trying to conform the Misfit into her idea of a good man. The Misfit was not that man. In many ways the Misfit was more honest than the grandmother. He knew who he was; a thief, killer, and reprobate. The grandmother had lived a hypocritical life. Her goal was to be seen as a lady, when in reality she was not. She lied, manipulated, and twisted her son daily. The Misfit knew this. "She would of been a good woman," The Misfit said, "if it had been somebody there to shoot her every minute of her life." The violence is what made her real. In this way she was just like the Misfit. The violence made him

The Person I Admire Most Is Nelson Mandela Essay

The Person I Admire Most Is Nelson Mandela - Essay Example Slavery became so evident that the victims panicked, and their bodies sweated, as they would not accumulate the mistreatment anymore. People were ruled through abrasive rules that wounded many lives to the extent many sobbed bitterly. In 1994, discrimination was dismantled through the first democratic election and Nelson Mandela became elected as the president. In his leadership, he emphasized much on forgiveness towards a rainbow nation consisted of unity and harmony. To date, many emulate Nelson as a public figure that transformed South Africa into his leadership. An endless flow of peace and harmony became evident in the nation. Today, he belongs to the category of modern heroes that graced civilizations with his noble contribution and personal charisma. His life characterized a man who was a thirst for freedom, equality, political rights. Still, he was distressed to see his fellow Africans suffering and crying all day long. These broke his heart and infused him with the desire to fight for democracy and liberty for all. He accomplished these with cruel torture, shed blood, and resistance from the whites who disregarded the democratic governance. Additionally, Nelson Mandela spent some years in jail and was severely mistreated. While in Jail, Nelson Mandela could hear his conscience whispering â€Å"Do not give up.† Although the experience was so painful, it reminded him of what the nation would become if he gave up. Winning would mean so much that life would be normal and one could go anywhere he or she wished. During his 27 years in prison, Nelson Mandela became a source of aspiration and inspiration (Mandela and Crwys-Williams 22). Personally, I emulate him because his greatest accomplishment was not only in becoming the president but also in abolishing slavery and discrimination. He ushered in harmony, democratic governance, social harmony, and national unity that many recognizes up-to-date.

Commercial Law Essay Example | Topics and Well Written Essays - 1500 words - 2

Commercial Law - Essay Example Whenever there is a bridge in the contract, the law provides a remedy for the damages or monetary compensation. Section 14 of the Sales of Good Act 1979 of the UK governs the formation of commercial contracts involving the buying and selling of goods. The act deals with implied terms and presumptions which reflect commercial expectations in the formed contract. It also outlines few compulsory legal rules to be followed in the formation of commercial contracts. Section 14 of the Act specifies the terms of satisfactory quality of goods and the fitness for purpose of goods under sale. According to the section the seller is obligated to offer goods that are fit for the purpose for which they are being sold especially so if the buyer will reasonably depend on the seller’s expertise. According to Austen-Baker (a 125) an offer is made by one party called the offeror. Through the offer, they express their willingness to be bound to the other party. This can be expressed by the offeror through direct conduct, writing or orally. This is accepted by the other party called the offeree. It is only until the offeree communicates an acceptance to the offeror that the contract can become valid. This can be by action, writing or orally. Offers made orally give room for negotiations from the offeree. Alterations can be made or counter offers suitable to the offeree can be given after which a solid binding agreement is made. Atiyah (155) explains that the acceptance must indicate an agreement by the offeree to the terms used in the offer. This means there is already concurrence of wills between the two or more parties. It is better if the acceptance is put into a written form as future evidence against any breaches. This is because existence of agreement in the minds alone cannot be used by courts as evidence incase of breach of contract. The contract will be considered valid when writing, registration and signing has been completed by

Dilemmas of Corporate Power in a Democratic Society Essay

Dilemmas of Corporate Power in a Democratic Society - Essay Example This is because the aspects of the problems of group power within a government have remained hidden behind accidents of legal form. The growth of group power from legal control has progressed due to the following factors. First, the ability and tradition of powerful organizations to remain unincorporated and, therefore, escape many of the liabilities of the corporate person. Second are the restrictions of equitable measures which have prevented the courts from punishing abuse of power by organizations in reference to their members. Thirdly, there has been excess freedom of organizations to disguise themselves as charitable foundations which has made many business activities to be clothed as charitable foundations. Private power has been employed by lawyers and politicians to infringe on the freedoms of individuals and the balance of public decisions which may become susceptible in the face of such power. According to Dabbah, on the basis of liberal democracy, this problem is twofold and constitutes a real dilemma. Citizens have the right to have their freedoms entitled to them which they are free to exercise. Thus, these freedoms should not be forced or imposed on others. Power in liberal democratic societies in the public realm is only recognized by those who hold it legitimately according to the law, while in the private sphere, power does not go beyond the limited prerogatives allotted within the firm to its owner.Beyond these limitations, private power in a liberal democracy is seen to be abusive.

Statement of Needs Essay Example | Topics and Well Written Essays - 750 words

Statement of Needs - Essay Example Stagman et al. (2011) argues that â€Å"the use of alcohol and illicit substances by youth often leads to adverse health outcomes. According to the Office of Adolescent Health, the case of substance abuse among adolescents has risen exponentially within the last decade. In the state of Illinois alone, the number of cases of cocaine use among high school students, from grades 9 to 12 is equal to the national percentage of 3%. Also, the rate of high school students in Illinois who are indulging in the use of inhalants is at 10%, just a per cent lower than the national average (Centers for Disease Control and Prevention, 2012). In Illinois, the support for substance abuse victims is often deficient and stationary as most are funded by private organizations and are also expensive, and that is on top of the fact that adolescents who are victims of substance abuse are not aware that they can get rid of drug and alcohol addiction. Furthermore, Stagman et al. observes that one factor that really challenges the reduction of substance abuse among adolescents is government fund because the delivery of care cannot be carried out without appropriate funding (Homer et al., 2008). In a mission to make a difference in the lives of many people suffering from the effects of substance abuse, the Gateway Foundation Alcohol and Drug Treatment is dedicated to the task of promoting awareness to adolescents about the adverse effects of substance abuse and restoring the physical, psychological, and cognitive health of the patients. The main concern of the organization is how to reduce substance abuse among adolescents in the State of Illinois by initiating public awareness campaigns that target adults and adolescents. Most of the substance abuse victims are those who have not gone in school or who are out-of-school youths. Due to lack of guidance and ultimate freedom to choose, they are often led to wrong directions. One

Attitude Of Young Adults Towards Drinking Milk In Pkaitsan Essay Example for Free

Attitude Of Young Adults Towards Drinking Milk In Pkaitsan Essay

Negative Effects Of Divorce On Children

Negative Effects Of Divorce On Children Divorce is the worst situation that a child experiences in the growth and development life which they have to cope up with. The effects divorce has on children depend on age of the child when divorce occurs. Other factors that determines the effects the divorce impacts on children depends on childs personality and the gender, the support offered by other family members and relatives besides the frequency of conflicts and disagreements between parents determines the magnitude of the effect. In consideration of age, young children who are below two years of age are less affected by divorce although this might not be the case when there is a close relationship between the children and the parent (s). These infants do not get to understand the nature of the conflict but nevertheless they react to the changes that accompany divorce. When such a situation is prone to happen, the concerned parents should make special and prior arrangements on childcare and parenting to reduce the negative i nfluence their separation would impact on children (Alison and Cornelia 34). Children who are yet to join school (preschool children) usually takes the blame incase divorce and separation occurs. This is facilitated by their fear of been abandoned and left alone by parents separation. However if separation through divorce occur, preschoolers responds by turning to be uncooperative, angry and depressed. Their personality is also greatly affected and they change completely from their initial socialization when they become aggressive and disobedient towards any adult near them while living a life of denial that nothing happened (DeBord 12). Divorce has the greatest and long lasting effect on school aged children than the young ones. Their personality and emotional attachment to their parent is so strong that they find it extremely difficult to cope up and adjust with the new situation of loneliness of either parent. The difficult situation experienced by elementary children who are school age results from their maturity to understand every bit of situation that is happening with their parents. This age is mature and old enough to comprehend and feel the pain associated with separation from divorce of their parents. The unfortunate part that school age children undergo is the inability they have to control the internal pain caused by divorce (Mary 1). The manifestations associated with effects of divorce on this age group of children are resentment, grief, intensive anger, embarrassment, resentment and divided loyalty. They also tend to be isolated from other children and may develop total withdraw from other childrens activities like creative playing and games. These children live with a hope that their parents will still return together; in case of otherwise, these children feel rejected by the parent who left. Apart from personality and emotional effects, divorce at this age may affect the health of children who may frequently complain of stomachaches and headaches (Eileen and Josephine 23). When divorce occurs during adolescent stage of children, its effects are more severe than any other stage in childs development. Some teenagers feel abandoned, guilt and a sense fear. Their emotional set up is severely disrupted by divorce; they experience loneliness, depression and anger towards other people and mostly their parents especially the one who has left. During this age, the children are mature enough to handle some family responsibilities. However they feel punished and burdened especially when they are responsible for the childcare of their younger siblings. Their response is always swift and they try to fill the gap by assuming adult responsibilities due to high levels of stress and low energy levels with their parents. Some teenagers struggle with sexual desires since they have no one to confine to and experience low self esteem of handling marriage and getting married. Since teenagers understood well the causes and situations surrounding their parents separation and subsequent divorce, their stability in education greatly declines due to lack of concentration and stability, in addition, they are not in a position to deal with future changes occurring in their family life. Children in this age bracket gets themselves in a confused state of mind since they are unable to decide which parent to accept over the other (Hughes 12). The pressure they experience on deciding who to blame for the cause of divorce stress them up affecting negatively their academic life declining in performance since they spend much of their school time evaluating and thinking about the situation back at home. They are also occupied with many thoughts especially if they have assumed responsibilities to take care of their younger siblings. Their emotional status is greatly affected since they experienced whatever happened with their parents; they lose confidence with marriage institutions and do no longer have ability and confidence to handle their family life (Mary 1). Based on gender, children who are raised by parent of the opposite sex are greatly affected by divorce more than boys raised by fathers and girls raised by mothers after divorce. Children raised by opposite sex tend to develop aggressive behaviors and resentment. Emotional disorders are common to children brought up by opposite sex parent while those raised by same sex tends to be responsible and respond to their environments more quickly. Although age, gender and other factors have been identified as influencers of the extent to how children respond or/ and affected by divorce, the most determining factor is the parent to children relationship (Alison and Cornelia 43). However, children should be assisted to adjust to divorce situations in their life. The parent in custody of children should consistently maintain communication and discussion of divorce regardless of how painful it is to the children to help them overcome it. This process will also assure their confidence and adequately prepare them for the future especially the adolescent group who requires understanding in a more detailed manner than younger ones. To recover quickly and reduce the effects of divorce, conflicts and aggressiveness of parents after divorce should be minimized and avoided if possible. Finally disruptions of children should be kept at low levels always and parents should have proper plans of how to deal with after divorce events. Work Cited Alison Clarke and Cornelia Brentano, â€Å"Divorce: causes and consequences,† Yale: Yale University Press, 2006 DeBord Kennedy, â€Å"Focus on Kids: The effects of divorce on children,† North Carolina, Cangage Learning, 1997 Eileen Hetherington and Josephine Arasteh,† Impact of divorce, single parenting and step parenting on children, New York: Routledge, 2001 Hughes Recker, â€Å"Parenting on your own:† Illinois, Routledge, 1999 Mary Temke, â€Å"The effects of Divorce on Children: Family and Consumer Resources,† Retrieved on April 5th 2010 from: http://74.125.153.132/search?q=cache%3AQPgXCQMt0pcJ%3Aextension.unh.edu%2FFamily%2FDocuments%2FDivorce.pdf+The+negative+effects+of+divorce+on+childrenhl=engl=ke

Characteristics of Phobias Depression and OCD

Characteristics of Phobias Depression and OCD Phobias A phobia is an extreme, irrational fear of a particular situation or object, and is an example of an anxiety disorder. There are several types of phobias but three include agoraphobia, social anxiety disorder, and specific phobias. The characteristics of phobias can be divided into three categories: Behavioural there are two types of behavioural characteristics and they are avoidance and panic. Avoidance is the key behavioural characteristic and this is because when someone with a phobia is presented with an object or is put into a fearful situation, the first initial thing they will do is avoid it. A prime example of this is if someone has a social phobia, they will avoid being in big crowds, and if someone who has arachnophobia they will avoid being near spiders. Panic on the other hand is the other behavioural characteristic and this happens when they come face-to-face with their fears and cannot avoid it. This results in panic and causes a high level of stress and anxiety on the person. What can also happen is it can result in the person freezing due to the fear being so intense. This is part of the fight or flight fear response. This freezing response is an adaptive response to make a predator think that their prey is dead. Emotional The main emotional characteristic of phobia are unreasonable and excessive fear, panic, anxiety, and a feeling of dread. An emotional response is set off by the anticipation or the presence of a specific situation or object, which is excessive in relation to the danger actually posed as. Cognitive there are also two types of cognitive characteristics and they are irrational beliefs and selective attention. A persons phobia is defined by their irrational thinking about the stimulus and this causes them to fear. An example of this is a person who suffers from arachnophobia may think that all spiders are deadly, despite the fact that no spiders in the UK are deadly. On the other hand, if a person with a phobia is presented by a situation or object they fear of, they will find it hard to concentrate because they are preoccupied by anxious thoughts, and will therefore direct their attention elsewhere. This means that because of their selective attention, it will cause them to become fixated on the object they fear due to their irrational thoughts and beliefs about the danger. Depression: Depression is one of the most common mood disorder, and mood disorders can be characterised through strong emotions, which can affect the way a person functions normally in their daily lives. A mood disorder can affect an individuals behaviour, perceptions and thinking. There are different types of depression such as manic depression known as a bipolar disorder, and major depression known as a unipolar disorder. There are a range of possible symptoms people who suffer with depression can experience. In order for someone to become diagnosed with major depression, sufferers are required to show at least five symptoms every day for at least two weeks. Characteristics are then divided into three groups which are: Physical/behavioural symptoms there are many behavioural characteristics of depression including pain especially headaches, muscle ache and joint ache, change in appetite, lack of activity, and insomnia. First of all there is often a change in the persons activity level, with sufferers constantly feeling tired. Leading on from this, sufferers then often experience sleep disturbance, with some people sleeping more, or less, or experiencing insomnia. Finally, sufferers whose appetite changes may have significant weight changes too due to them eating less than usual or more, and losing or gaining weight. Affective/emotional symptoms the key emotional symptoms of depression include extreme feelings of sadness, despair and hopelessness. Sufferers will also experience feelings of worthlessness and anhedonia which is no longer having an interest in activities that used to be pleasurable. Diurnal mood variation can also occur and this is the change in mood throughout the day, for example feeling worse in the morning time. Even though experiencing a depressed mood is the most common emotional symptom of depression, some people experience anger that can be directed towards others or themselves. Anger can also lead to self-harming behaviours sadly. Cognitive symptoms along with the behavioural and emotional symptoms of depression, there are also cognitive symptoms. Cognitive symptoms are things such as experiencing persistent negative beliefs about their abilities and themselves. Along with this it involves suicidal thoughts and finding it difficult to maintain or pay attention. Sufferers are often slower in responding at making or to decisions.   Furthermore, they are also more inclined to just focus on the negatives and not identify the positives and in some cases this can lead to them experiencing recurrent thoughts of death, suicide or self-harm. OCD: Obsessive-compulsive disorder (OCD) has two parts which are obsessions and compulsions. The majority of people who suffer from OCD that experience obsessions and compulsions that are linked together. The three types of characteristics for OCD are: Behavioural compulsions of OCD are the behavioural aspect and for people who suffer with OCD, compulsions have two properties. One of these properties is that compulsions are mental or physical repetitive actions. Sufferers will often feel the need to repeat a behaviour, for example repetitive hand washing. The second property is compulsions are used to reduce anxiety or prevent a feared situation from occurring but in reality they would not actually stop a dreaded situation and are excessive. For example with the excessive hand washing being caused by an excessive fear of bacteria or germs, it is therefore a direct response to the obsession. Emotional the emotional characteristics of OCD are usually characterised by anxiety caused by the obsessions. However, some of the sufferers of OCD also experience depression due to the anxiety they go through. As the obsessions for the sufferer are persistent, this causes a high level of anxiety for them. This anxiety can result in them having low moods and a loss of pleasure in everyday activities, because these everyday activities are being interrupted by the repetitive compulsions and obsessive thoughts. Cognitive Obsessions are the cognitive part of OCD and are the reoccurring and persistent thoughts, impulses and images.   Examples of these are the fear of safety by leaving windows and doors open, perfectionism a fear of not being the best, and fear of contamination by germs and dirt. For people who suffer from OCD, these thoughts keep happening over and over again. The sufferers tries to ignore the thoughts, impulses or images however it unable to. In most people these thoughts cause stress and anxiety. Some sufferers of OCD try to deal with their obsessions by introducing cognitive strategies. An example of this is sufferers with religious obsessions might pray over and over again in order to reduce their feelings of being immoral. Furthermore, sufferers of OCD realise that their compulsions and obsessions are irrational, so they experience selective attention which is directed towards the anxiety-generating stimuli. This is similar to the selective attention people with phob ias have.

Comparing The Indian to His Love and The Hosting of the Sidhe Essay

The Indian to His Love and The Hosting of the Sidhe The Aesthetic Movement, as exemplified by "The Indian to His Love," by W. B. Yeats, seems lifeless and insipid when compared to his "The Hosting of the Sidhe." The images of the two poems are so completely different that they almost demand a different set of rules dealing with their creation. It would be virtually impossible for Yeats to deal effectively with the subject matter of "The Hosting of the Sidhe" in the same manner as "The Indian to His Love" because he is viewing the world from a different perspective for each poem. There is little relationship between the characters of "The Indian to His Love" and those of "The Hosting of the Sidhe." In the former, Yeats deals exclusively with mortals, idealized perhaps, but nonetheless mortals who must deal with the world as mortals: "Here we will moor our lovely ship/ And wander ever with woven hands," and. "How we alone of mortals are." These characters are not only mortals, but are anonymous in that they have no personal identities, and there is no representation of them as individuals. The lovers seem to decorate the scene much as the "peahens" and the "parrot." Yeats does, however, remind the readers of the characters' mortality even while he makes them seem timeless. "How when we die our shades will rove" tells clearly that those mortals may be in a dream, but even this dream is destined to end. In "The Hosting of the Sidhe," in contrast to "The Indian and His Love," Yeats deals with the ... ...e the reader at all. On the other hand, in "The Hosting of the Sidhe," Yeats presents the ideal of life: immortals in a real world. Yeats wants the reader to feel the life in this poem, not just observe it. The poem reaches out and coaxes: "Away, come away:/ Empty your heart of its mortal dream." The world Yeats sees in each poem is completely different, and by choosing his words carefully and changing his style of writing, he allows readers to see that difference and to feel it. handouts home

Guess Jeans E-commerce :: GCSE Business Marketing Coursework

Guess Jeans Ecommerce Guess?, Inc. designs, markets, and distributes clothing apparel and accessories for men and women. It was created by three brothers, known as the Marciano brothers who grew up in Southern France. Maurice Marciano oversees the company’s design direction, Paul Marciano is the Co-Chairman and Co-chief officer, and Armand Marciano is the Senior Executive Vice President . They were inspired by the American western tradition to begin the clothing designs of Guess ?. After Bloomingdale’s agreed to purchase two dozen of their jeans as a favor they were sold out with in hours. That’s when, in 1981, the official Guess ? label was born, and would become one of the most recognized brand names. Guess ? uses historical trends within the market to develop a sales plan for designs and as a guide to the number of sales per garmet. With the sales plan in mind they seek out the best quality product at the best possible price. Once the materials are gathered the cost of the item is determined. Including manufacturing labor, fabric, trims, and various other details included in the production of the clothing a rough cost is agreed upon. After the cost is found Guess ? then determines on a style merchandising cost, which is based on raising or lowering prices to maximize sales and profits. As of today Guess ? has product licenses all over the world. Also it has distributors in North America, South America, Europe, Asia, Africa, and Australia. Guess ? can be found in many department, retail, specialty, and factory stores and as of January 1995 online. Guess’s ? online store is created in Los Angeles, were its E-Commerce department is located. Their responsibility is to create texts, graphics, researches of new technologies, and track online sales. The Guess?.Com website is updated every two to three months so the most accurate information is always available to consumers. On the Guess ? website they support electronic security clearly stated at the bottom of the page. They have security measures set up to protect the consumer from any loss or misuse of information under their control. Credit card information and sign-in passwords are always stored in an unreadable, encrypted format. Also, the site is protected by a multi-layer firewall based security system. So any consumer information personal or not is well protected. Guess Jeans E-commerce :: GCSE Business Marketing Coursework Guess Jeans Ecommerce Guess?, Inc. designs, markets, and distributes clothing apparel and accessories for men and women. It was created by three brothers, known as the Marciano brothers who grew up in Southern France. Maurice Marciano oversees the company’s design direction, Paul Marciano is the Co-Chairman and Co-chief officer, and Armand Marciano is the Senior Executive Vice President . They were inspired by the American western tradition to begin the clothing designs of Guess ?. After Bloomingdale’s agreed to purchase two dozen of their jeans as a favor they were sold out with in hours. That’s when, in 1981, the official Guess ? label was born, and would become one of the most recognized brand names. Guess ? uses historical trends within the market to develop a sales plan for designs and as a guide to the number of sales per garmet. With the sales plan in mind they seek out the best quality product at the best possible price. Once the materials are gathered the cost of the item is determined. Including manufacturing labor, fabric, trims, and various other details included in the production of the clothing a rough cost is agreed upon. After the cost is found Guess ? then determines on a style merchandising cost, which is based on raising or lowering prices to maximize sales and profits. As of today Guess ? has product licenses all over the world. Also it has distributors in North America, South America, Europe, Asia, Africa, and Australia. Guess ? can be found in many department, retail, specialty, and factory stores and as of January 1995 online. Guess’s ? online store is created in Los Angeles, were its E-Commerce department is located. Their responsibility is to create texts, graphics, researches of new technologies, and track online sales. The Guess?.Com website is updated every two to three months so the most accurate information is always available to consumers. On the Guess ? website they support electronic security clearly stated at the bottom of the page. They have security measures set up to protect the consumer from any loss or misuse of information under their control. Credit card information and sign-in passwords are always stored in an unreadable, encrypted format. Also, the site is protected by a multi-layer firewall based security system. So any consumer information personal or not is well protected.

Symbols and Symbolism in Sir Gawain and Green Knight Essay -- Sir Gawa

Symbolism in Sir Gawain and the Green Knight    Symbolism is a literary technique used in Sir Gawain and the Green Knight to liven up the story and give a deeper significance to the plot.   Almost anything in the poem can be interpreted as a symbol in one way or another.   The Green Knight, the green sash, and Sir Gawain's shield are three of the most prominent symbols presented to us in this author's tale.         Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Green Knight, this poem's antagonist, serves as a symbol himself.   He is not only portrayed as evil, but a mixture of the familiar and foreign, nature and synthetic, and divine and damned origin.   His large stature can be interpreted as threatening or powerful.   His green glow could be nature-associated or alien-associated.   The first time he appears in the poem, he is even carrying a holly-branch (signifying peace) in one hand and a battle axe (signifying conflict) in the other.   It's hard to say exactly for what the Green Knight stands, because f...

Tobacco use esay

The effects of smoking are harmful to one's body and can cause numerous health issues ND in some cases death-More than 5 million deaths a year is a huge amount of people that are being effected by tobacco use,and the number keeps growing. The county of Asia is especially affected by tobacco use and its harmful character traits. The global community must take steps to eliminate tobacco use. Smoking rates are very high in South Asian communities. South Asians often smoke cigarettes, bids or a hookah, or chew tobacco in pan or gotcha.There are many health risks for example, chewing pan makes you five times more likely to get oral cancer (Palo Alto medical foundation). People in Asia find it very hard to stop smoking, 700 Million men in Asia say they can not get through the day with out smoking a cigarette. Cigarette consumption in China soared between 1970 and 1 990 but has fallen slightly since. In Asia smoking among men is far more common than in the West. The worry, says Burke Fishbo ne of the World Health Organization (WHO), is that Asia will follow the Western trend, with more women taking up smoking as men quit.In Vietnam, for example, cigarettes are being peddled to urban women as a â€Å"sophisticated† pursuit. (Bangkok) Smoking was rotationally not considered lady like but the tobacco companies targeted all women from media , fashion and anything else they could think of that would get the attention of women. (Core Press) People are trying to stop smoking worldwide and are trying to start a war against smoking-Heath leaders are getting together tying to come up with ideas on how they can get smoking band or get it set to a certain age limit .Today there are 1. 1 billion smokers 80%,in the developing world. Starting today representatives from 191 nations are gathering together to insider the smoking treaty that could restrict tobacco marketing to young proportions in Asia and it is likely with the maturation Of this epidemic and increased risk of dea th from cancer and other smoking Disease. Asia marks it's productions and it has the best selling point, Most people that sell cigarettes to Asia don't care about there health, they just care about there rates being improved.Some countries such as; Brunet, Malaysia, Singapore, and Thailand want them to put warning labels on cigarette packs. Other countries such as; Cambodia, Indonesia, Laos, Manner, Philippines, and Vietnam require only text warnings. Turban designates wants to Increase tax to make tobacco products as unaffordable as possible he thinks that would be the best way for them to go. (David Tan) So many polices have been in Asia that both have high and low income.Countries are waking up to Tobacco related health diseases,researchers say public awareness of smoking risks coupled with aggressive tobacco marketing has left Asian nations with some of the most highest smoking rates in the world. At times when sustained anti-smoking campaigns have lowered rates in the U. S. And parts of Europe. N a country where 44 percent of the male population smokes a Health Minister named Moon Hung-Pay said the time had come to grapple seriously with the biggest threat to national health†Many Asian countries are in the early stages of the tobacco epidemic,† said by the POLO Medicine study. Hewitt) Dry. Alan Lopez the Pacific is particularly bad Countries like Tong, PANG, Jackrabbit all have smoking prevalence in males above 50 per cent, and very high in females. That is unusual what we tend to see in the developing countries Asia, is comparatively high and disturbingly high in fact. Prevalence for ales, around 40 to 50 per cent but much lower prevalence for females. We do not tend to see that in the Pacific where women are smoking almost as much as men. (Garrett) . (Schemer, Ron ).Europe may be leading the efforts to stamp out smoking in public places . Pipe have been studying and it shows that teens smoking rate is very high to . But there losing at tryin g to get the teens to stop smoking most teens are doing it because other people are doing and they want fit in . The U. S. Is trying to promote smokers to stop by putting up signs and commercials and APS this way will get teens attention more . Over the next 10 years most scientists are researching polonium in cigarettes and the radioisotope .The people that seal cigarettes are trying to get out they contract on smoking because the see how bad it's hurting people and how unhealthy it is . Smokers show that symptoms of addiction suck as withdrawal ,craving ,failed attempts to stop happen in the first week of smoking the percent of smoking went from 25 percent to 35 These results reside the question about nicotine from just one cigarette can mess up and alter your brain to trigger and addiction -when people try to interview the makers of cigarettes they don't have comments on the subject or say the same thing you can always stop smoking.Tobacco use is a world wide epidemic that effect s different genders,races and age group, Ones experience hits close to home. When MS pots was 22 in college she was pledging. She had to give cigarettes out to the big sisters in her sorority. As she keep selling them she began to smoke them her self,she thought if she would do it she would be cool. In 201 1 she was diagnosed with COPED which stands for chronic obstructive pulmonary disease. She had to walk around with a oxygen tank On her back for two years.She tried multiply times to stop she tried a peal called Chianti for two months but that didn't work. On October 1 2010 she feel on her knees to God and asked him to please take the taste away from her. Since the she has never put a cigarette in her mouth since then. There are many possible solutions to kicking the habit of smoking like; raising prices of cigarettes,banning CIA ret ads,restricting advertisement to youth ,tougher laws on marketing,reduction of tar and nicotine levels,stop attraction of cigarettes .

Genocide

The term genocide was not coined until 1943 when Raphael Lamkin used it to describe the Nazi reign in Europe (ROD notes). Genocide refers to the systematic destruction of a racial or cultural group. Two examples of this are the Holocaust and the Rape of Nanking. The Holocaust deals with the Nazi’s takeover of Europe during World War II, and the Rape of Nanking is the Japanese invasion of China in the late 1930’s. These events in history serve a painful reminder of the cruelest depths of human nature, but also of the possibilities that lie within every catastrophe. Bystanders always play a key role in any event, whether they have a positive or negative effect on the outcome of the situation at hand. Most, if not all, of the bystanders during the Rape of Nanking were western missionaries that happened to be in China at that time. Among them were doctors, a filmmaker, and even a Nazi. The filmmaker was a man named John Magee whose films have helped historians unlock some of the mysteries about that gruesome time. RabÐ ¹ was another bystander who happened to be a Nazi with connections to Adolf Hitler. He contacted Hitler and told him of the current atrocities in Nanking and asked for assistance in fighting the Japanese; assistance that was later denied. All of the Westerners decided to take action in this situation by setting up the International Safety Zone, which harbored 300,000 Chinese refugees, in the center of Nanking. This assistance helped the people of Nanking to a phenomenal degree. On the contrary, the bystanders during the Holocaust did very little to help the victims. The bystanders during the Holocaust were mainly the Germans who lived in the surrounding areas of the concentration camps. Most of these Germans had an idea of what was going on, yet they did nothing. They had an ignorant mindset; they did not want to know and they did not care. Due to this ignorance many war crimes and crimes against humanity were committed in both cases (Horvath). During the Rape of Nanking there were many war crimes and crimes against humanity that occurred. The Japanese soldiers gathered thousands of Chinese women and forced them to live in barracks while being raped on a daily basis. They raped women of all ages, from little girls whom they cut due to their pre-pubescent age to old women into their 80’s (A&E). This extensive raping is considered a crime against humanity. There were many war crimes committed by the Japanese soldiers during the Rape of Nanking. They used the prisoner’s of war for bayonet practice, and also held killing contests in which the Japanese officers vied to see who could kill the most people and get the highest body count. An interesting fact about the Japanese is that they were contemptuous of those who surrendered. They considered surrendering to be dishonorable and therefore felt as though it downgraded the surrendering Chinese soldiers to the level of animals. These Chinese soldiers were then shot on sight (A&E). Many more crimes were committed during these eight tragic weeks. The crimes that were committed during the Holocaust partially resemble the atrocities at Nanking. In the Holocaust people were also gathered and forced to live in barracks, but unlike Nanking they were killed for a reason. People were selected on the basis of race and religion; this is discrimination which is a crime against humanity. The largest group of those unfortunately selected, was the Jews. They were killed in masses and tortured through experimentation. Those who were barricaded in the death camps were deprived of food and proper hygiene which caused the spread of many diseases and eventually more deaths. The carnage that took place at both Nanking and during the Holocaust was due to the horrible crimes that were committed. One would hope that the offenders of these crimes would receive an equally harsh punishment (Horvath). At the conclusion of each event there was a war crime trial held. After Nanking the Tokyo War Crime Trial took place, but did not serve justice. Only eight men were killed during this process. There were seven â€Å"A class† criminals that were hung, and General Matsui was also killed. Some others spent a few years in jail and then were left to continue with their lives. In fact, the man actually responsible for the crimes committed at Nanking, Prince Yusuhiko Asaka, was never even prosecuted for his role. The Nuremburg trials were held at the summation of the Holocaust (A&E). Although justice can never be served to those who were killed and tortured in the Nazi camps and their families, the Nuremburg trials had a better outcome than that of the Tokyo trials. Many Nazi soldiers were sought out and sentenced to death for war crimes committed during the Holocaust. Unfortunately, many Nazi’s fled the country when the Americans invaded Germany and found harbor in African countries (Horvath). Both trials hardly reversed the injustices that were brought upon the victims of each incident. There are many long-term effects that have been brought upon by the Holocaust and the Rape of Nanking. One positive effect taken from these events is the heightened world-wide prevention of genocide. Many countries around the world have tried to intervene in such places as Bosnia, Cambodia, and Kosovo in order to deter those who are attempting to kill masses of innocent people (Horvath). In the minds of nearly all Japanese, the Rape of Nanking never occurred. Its story is neither told nor taught in schools, and those who have accused the Japanese government of concealing the truth have been threatened or killed. If you were to visit Japan and inquire upon many average citizens about this event, they would have no knowledge of the carnage or even the occurrence of Nanking. Although, there are those Japanese fanatics who worship the Japanese soldiers during Nanking as Gods and have set up shrines in honor of them (A&E). The atmosphere in Germany is a bit different, but has similar qualities as well. The overall German population today is very ashamed of the war criminals that represented their country. However, many current Nazi enthusiasts deny that the Holocaust ever happened. This declaration comes as a heart breaking hit to the survivors and their families (Horvath). These survivors must live the rest of their lives with the haunting and painful memories that remain vivid in their minds. At the chance that those memories subside, they are still left with the physical scars that remind them daily. The Rape of Nanking and the Holocaust are two events that have had a significant impact upon the world. There will always remain the memories of the wide-spread raping and murdering at Nanking. The mass executions and torture during the Holocaust will also linger forever in the minds of numerous survivors and their relations. Hopefully, both occasions will serve as a reminder to all people of the possibilities that can occur when you release your civil liberties. These agonizing events can never be expunged from history and no trial can ease the pangs of the victims of these crimes. Remember these victims, but more importantly learn through their experiences.