Albatross Anchor Essay Example for Free

Gooney bird Anchor Essay Presentation Gooney bird Anchor is a little, family claimed business situated in Smalltown, USA that began in 1976. There staff developed from 4 representatives to 130 in a matter of seconds. The entirety of their activities were ran in a similar structure with the Admin in the front and assembling in the back. The plant is old-fashioned, worn, filthy innovation denied and no longer satisfies all the USA guideline necessities. Question One Cautiously audit the task situation/contextual analysis. From the constrained data in the situation/contextual analysis, alongside your responses to the unit three composed task, recognize at any rate three immediate and explicit long haul and three immediate and explicit transient activities changes that Albatross Anchor must make to increase an unmistakable and economical upper hand (give itemized data to approve and bolster each suggested change) Long haul Operational Changes (01) Improved innovation to expand productivity and adequacy all through the plant. Point of fact, old innovation makes it harder for the assembling procedure and takes more time to get the items to the end client. A multi year intend to refresh innovation would be more practical and can address the innovation issues on a foreordained arrangement over the multi year term. (02) Purchase new gear to take out sharing assembling hardware between the two distinct sorts of grapples. The new gear ought to be best in class to help with the innovation redesigns and to maximize the cash. The different hardware will dispose of the 36 hours of personal time important to change over the gear between creation runs. (03) Separate assembling territories for the tangle snare grapple and the ringer stays to expand creation. This will tie the innovation parcel just as the new hardware divide through and through to make two separate assembling territories. Momentary Operational Changes (01) Update US wellbeing and natural norms. As indicated by the US Environmental Protection Agency (EPA), the consistence and implementation division discharges the normal yearly fines gathered by the EPA consistently. It is basic that Albatross Anchor update the ecological principles of the plant to bring them up to code. The 2011 yearly charges for the EPA as of December 8, 2011 was 3 billion in to tidy up unsafe waste and 168 million in fines used to deflect contamination (US Environmental Protection Agency, 2011). A speculation presently will set aside cash later on. (02) The best transient change is have a different area for the managerial workplaces. The site could be nearby yet in a separated region to make the interferences negligible and to expand efficiency. (03) Set explicit delivery and getting plans for worldwide transportation and approaching crude materials. Gooney bird Anchor delivering and getting offices ought not have materials coming in and going out simultaneously. To dispose of errors and increment productivity, set foreordained days to transport universally and to get approaching crude materials or amaze conveyance of the merchandise. Question Two From the rundown of ten operational issues in the Unit 6 task directions select four operational issues. For every one of the four operational issues clarify in detail that operational issue will assist Albatross With securing improve; 1) work maintenance, 2) representative confidence, and 3) worker commitment. Operational Issue One: Cross Training Representatives that are broadly educated are increasingly significant to the organization since they can perform assignments when workers are out sick or if there is a deficiency of representatives in a specific territory (Russell Taylor III, 2011). Broadly educated workers are probably going to be progressively engaged with their activity and are probably going to perform better since they have a comprehension of numerous territories of the organization. The broadly educated workers realize they are important on the grounds that they can do numerous errands and they are commonly increasingly committed in light of the fact that they are happy to learn various parts of the assembling procedure at Albatross Anchor. Operational Issue Two: Gain sharing and benefit sharing Benefit sharing is a success circumstance for the worker and the organization. This advantage benefits the workers on the grounds that most benefit sharing projects fuse retirement plans as their vehicle. Managers advantage since benefit sharing pulls in devoted workers (Hugh, 1990). Benefit sharing and Gain sharing both add to representative commitment and expanding spirit. The presentation of the representatives can likewise be straightforwardly identified with the workers individual money related target. Operational Issue Three: Job Design Opportune individual; right job is a typical term among numerous organizations today. This legitimately connects to work structure. Few out of every odd worker can play out each capacity inside an organization. A few workers are more qualified to specific jobs than others. Frederick Herzberg recognized qualities that make a potential activity plan a solid match (Russell Taylor III, 2011). Representatives that are appropriate to their occupations are bound to be glad and remain at their particular employment. They will be more joyful in light of the fact that they won't be illsuited to deal with the job needing to be done. Operational Issue Four: Ergonomics Assume a fundamental job underway. Perceiving ergonomic dangers factors in the work place is a basic initial phase in amending risks and improving specialist security. With an end goal to keep up a consistent creation rate and stay serious, the organization should upgrade the hardware and actualize new practices, Poor machine configuration, instrument, and work environment plan or utilization of inappropriate apparatuses make physical weight on laborers bodies, which can prompt injury. End Gooney bird Anchors, albeit a privately-owned company despite everything can possibly make something happen to turn into an increasingly gainful organization. Executing netter procedures and practices alongside recognizing the Long Term Operational changes required and the Short Term Operational changes that are required will bring about progressively effective and increasingly beneficial administration. US wellbeing and natural rules must be followed and kept up so the organization is never at risk for being closed down. Make a progressively profitable work zone for the authoritative workplaces and developing separate assembling territories for creation. The organization needs many required changes so they can be progressively gainful and have better time the executives. With the new audits this perception has figured out how to make, the outcome will have the necessary capable changes that are expected to turn into a progressively beneficial organization. References Hugh, L. (1990). Why benefit sharing is significant Russell, R. S., Taylor III, B. W. (2011). Activities Management: Creating Value along the Supply Chain seventh version. Recovered November 18, 2011, from Wiley.com: http://bcs.wiley.com/he-bcs/Books?action=indexitemId=0470525908bcsId=5869 US Environmental Protection Agency. (2011, December 8). Information, Planning and Results. Recovered December 18, 2011, from US Environmental Protection Agency: http://www.epa.gov/consistence/information/results/yearly/index.html

Analyzing Pro Forma Statements Essay

Budget summaries that are set up by an organization to consider the impacts of potential movement is viewed as a professional forma explanations. A budget report shows the anticipated or figure of working outcomes and monetary record, and articulation of incomes. The organization XYZ Company Inc. is wanting to extend their organization in the following five years. This paper will audit and talk about XYZ’s Company’s multi year intend to extend to their association. The XYZ Companies master forma salary proclamation is anticipated for the following five years which represents a 10% expansion in net deals for every one of the five years. Budgetary directors use Proforma articulations to help money related administrators to design in like manner as far as the company’s monetary necessities. By getting the company’s future pay proclamation and accounting reports, administrators can decide how much financing is required and when it is required. The Proforma examination has become the demonstrated apparatus that can be instrumental for senior supervisors in the arranging of business forces, stock and critical thinking issues. Proforma can likewise be utilized for something other than a guaging instrument. It can likewise be utilized for making mid-stream revisions, assess fluctuations, measure shortcomings, qualities and assessing execution during the planning time frame. By guaging Proforma explanations are made to anticipate adjusts at a specific date followed by joining them with a fiscal summary arrangement. Procuring the powers that impact them, one can decided how record adjusts are guage and task how the records might be affected. Coming up next is utilized to represent the ProForma’s multi year projection process for XYZ’s Company. Income will expand twice in the year 2011 and a short time later keep on expanding 10% in the following year. Cost of income will be founded on all out deals rate. Introduced is the Performa articulation of the association for the following five years. XYZ Company Inc.: 2011|2012|2013|2104|2015 It has been built up that in the above Proforma accounting report one has expected that present obligation and current resource has expanded in the proportion of deals. What's more, the organization has assumed a credit to meet the capital development just as working capital’s needs. Reference College of Phoenix, (2015) â€Å"Analyzing Pro Forma Statements† recovered from https://newclassroom3.phoenix.edu/Classroom/#/contextid/OSIRIS:44656217/setting/co/see/activityDetails/action/53c06956-87e9-4050-8ecc-815e914705e0/expan

Essay for Your College Application

Essay for Your College ApplicationOne of the last things a student needs to worry about is the essay that will be required for their college application. This is something that is often neglected by students, as they find themselves too busy worrying about other things such as their grades and application essays. However, for most students, it is a necessity that should not be ignored. To help make this process easier, here are some things to consider.This is one of the most important parts of the process, and it is also one of the least appreciated as a necessary component of the process. Students must write an essay for their college application to be successful. Here are some tips for them.o Make sure you understand the purpose of writing the essay. By knowing why you need to write the essay, you will know exactly what kind of essay you need to write. This will ensure that your essay is not just a pile of words that doesn't do much good.o Research your topic thoroughly - both your professor and yourself need to know why you are writing the essay in the first place. By doing this, you ensure that the essay you write is objective and that you are writing from an objective point of view.o You must start by researching your topic. For example, if you are applying to college to go to medical school, you would want to know all about medical schools. Learning about the subject of the college application is essential to ensure that you write the essay in a proper manner.o Now it's time to research your essay topic. Remember, this is the topic of your essay, so you must be able to think logically. Of course, this does not mean that you can put your feelings down on paper without thinking about them. You still need to be able to express yourself well, but you must put yourself in a different setting and then think of how you would feel if your life was in that place.o Be unique - make sure that you express yourself in your own way and do not just use somebody else's i deas to get the job done. Write from your own perspective, and as a result, your essay will show more.Writing an essay for your college application is a very important part of the process. If you take the time to study it properly, it will be one of the easier parts of the process for you.

3.Can terrorism be risk managed Discuss with reference to old and new Essay

3.Can psychological oppression be chance overseen Discuss regarding old and new types of fear mongering - Essay Example To complete this danger, they may choose to hurt one who contradicts their applicant. The truth of the matter is that casting a ballot is mystery and the harasser realizes that to build the odds of his applicant winning, he needs to guarantee that there is expanded weight and more damage. This is the manner by which fear based oppression movement happens (Samuels, 2008). To start the article, there are numerous different types of underhandedness deeds that are frequently mistaken for psychological oppression. These incorporate homicide, death, attack, battery, devastation of property, burglary, theft, assault, coercion and undercover work. All these are not fear based oppression, however can be used by psychological oppressors to direct psychological warfare (Melisow, 2008). In these advanced occasions, psychological warfare is utilized for political increases. Governmental issues isn't an individual game; rather, it includes a gathering. The greater part of these political exercises are constrained by governments. This structures an easy prey by the psychological oppressors, who need to influence government exercises and change the manner in which an administration performs by terrifying individuals in a nation (Melisow, 2008). This conclusion is reverberated by Hoffman who expresses that fear mongering is about force; it’s the quest for powe r, its securing, and resulting use for political change (2013). The old psychological warfare was worked on during the French upheaval. Notwithstanding its current use, it had a positive ramifications. It happened during the time of 1793-1794 during the transient revolutionary time of agitation, because of the 1789 uprising (Hoffman, 2013). In spite of the fact that the present world alludes to it as psychological warfare, during the previous occasions, it was known as an instrument utilized by the legislature of another progressive state. Hoffman brings up that â€Å"it was intended to combine the new government’s power by threatening counter revolutionaries† (2013, p.3). It established the council of general security and progressive court. They were ground-breaking and had the capacity to capture and arraign by type of death, any individual who attempted to contradict the insurgency. The prior

World Literature Assignment Help Essay Example for Free

World Literature Assignment Help Essay The most significant element of Homer’s Iliad is the most self-evident: the focal issue in this sonnet is warfare. In truth, the Iliad is our most established, generally celebrated, and most suffering tale about men in battle. So one may well start by investigating certain highlights of this specific war narrative. How does Homer portray the war to underline a few highlights as opposed to other people? Such an inquiry is fundamental in light of the fact that the phraseâ war storyâ does not uncover especially about a specific fiction.  After all, fighting, especially the Trojan War, can be and has been utilized to build up an incredibly wide scope of the diverse storiesâ€dramatic experiences, chivalric stories, entertaining parodies, unpleasant social discourses, recorded legends, different styles of satire, sentiment, etc, regularly in combination. For war is an exceptionally fruitful reason for a wide range of various stories, as one may expect, given that it incorporates such a significant number of story possibilities. So we may begin by checking whether we can get a feeling of a portion of the more notable highlights of Homer’s treatment of the war. A most at first astounding aspect concerning the Iliad is what number of notable subtleties of the full Trojan War story Homer forgets about. The sonnet gives us no itemized feeling of how the war began (either the transient reason for Paris’ and Helen’s elopement or the drawn out causes in the wedding of Thetis and Peleus and the Judgment of Paris), nor are a considerable lot of the most acclaimed occurrences in the opening or shutting phases of the war given any consideration (for instance, the penance of Iphigeneia, the enlistment of Odysseus and Achilles, the surrender of Philoctetes, the Trojan Horse, and the fall of Troy, among numerous others). There are numerous references to the way that Troy will in the end fall, however no subtleties are provided. First-time perusers of the Iliad who have some commonality with subtleties of the well known story every now and again remark, frequently with a feeling of dissatisfaction, on what a limited number of su ch episodes are incorporated here. One would believe that any writer keen on holding his audience’s consideration with some energizing account occasions would utilize probably some of these. But one looks the Iliad in vain for the greater part of one’s most loved stories from the Trojan War. Rather, the Iliad focuses on barely any weeks in the tenth year of the war. The activity covers significantly less time than that, obviously, in light of the fact that there are some significant holes (e.g., the nine days’ plague in Book 1, the twelve-day hang tight for Zeus, the twelve-day abuse of Hector’s cadaver), and the spotlight is only on what is happening in that moderately short time. There’s a fascinating twofold sequence at work. Events move rapidly from one front line understanding to anotherâ€there is loads of energizing action. At a similar time, while there is little consideration paid to an exact order, we likewise get a feeling that a great deal of time is passing by; this war is crawling, without anything changing without question (other than individuals being killed). We don't encounter this war as a total occasion, with a start, center, and end, an involvement in unmistakably got causes and a progression of occasions prompting a clear conclusion. We start the sonnet amidst fighting, and we end the book, half a month later, in precisely the equivalent place. The just thing we know without a doubt toward the end is that the battling will proceed, as in the past. The fighting is additionally unremitting. One wicked experience is constantly trailed by another without critical variety in the essential idea of the experiences and without pause. All endeavored détentes are destined to disappointment, other than those the gatherings make, unexpectedly enough, to gather or praise the dead. Even around evening time, when the battling has commonly halted, the war rules people’s activities, contemplations, and dreams. There is none of that sense, so conspicuous in the Odyssey, that an evening’s dinner and rest carry something to an end so when Dawn shows up the following day, something new and diverse is going to start. This account structure makes a feeling that this war is less a specific and remarkable chronicled crusade than it is an enduring state of life. These warriors are doing what they have consistently been doing and what they will keep on doing (a feeling that is unequivocally strengthened, as we will see, by their recollections of the past and their desires for the future). There has been no unmistakable starting to this, and there will be no reasonable end. Of course, in the event that we bring to the sonnet an information on the subtleties of the Trojan War, we realize that the custom reveals to us it does in the long run end. But the Iliad does not urge us to think about that in any detail, aside from the references to the way that Troy will fall sometime in the not so distant future, and, on the off chance that we do, there is little in the sonnet to propose that such an occasion would transform anything definitely (increasingly about this later). What's more, the nonappearance of any feeling of ambitious sentimental experience in the sonnet (despite the way that the conventional story of the Trojan War incorporates a wide range of opportunities for such occasions) creates a feeling that singular cleverness in strategies, technique, or duplicity (a typical element of the Odyssey and of endless famous war fictions) is strange here, in light of the fact that this war is bigger than the endeavors of any one man or little gathering of men. It isn't something which the individual warrior can, through his individual endeavors, modify in any huge way. Whatever he and his confidants do today, at that point tomorrow, in the event that he is as yet alive, he should proceed doing. By the finish of the Iliad, we have seen some exceptional human direct, wonderful fortitude, frightful devastation, and the sky is the limit from there, none of which has changed the course or the idea of the war in the slightest. Confronted wit h this circumstance, the men appear to be caught, as Odysseus watches: Zeus makes sure that from our young days to our mature age we should crush away at vomited war, till, individually, incredible. (14.104) [14.85] A few perusers locate this story mood perturbing. Where are we going with the story? There is a great deal of action,â but generally speaking nothing is changing and there is nearly nothing if any feeling of closure. For the individuals who anticipate different things from a war fiction, it is somewhat astonishing and maybe baffling to find that the vast majority of the energizing stories we partner with this war originate from other sourcesâ€the Odyssey, Aeneid, and Metamorphoses, for exampleâ€where the vision of war is totally different from what Homer is creating in the Iliad. I might want to recommend that all these moderately evident subtleties help to make a feeling that this vision of war is altogether fatalistic. The war is neither a transitory issue nor a discrete chronicled occasion nor an extraordinary adventure. It is, fairly, the essential, constant, and certain state of life itself. It is man’s destiny. Before investigating this point further, we should initially explain accurately what the termsâ fate,â fatalism, andâ fatalisticâ mean here, for in these cutting edge, distinctly non-fatalistic occasions we may not all grip the idea clearly. To attest that Homer pictures the war as man’s destiny is to guarantee that Homer perspectives it as the basic state of life into which these men are conceived. They don't decide to have the world along these lines, and a significant number of them express their disappointment with this situation and their longing for something different. But there is nothing they can do to change that condition. Whatever began this war and whatever will end it (in the event that it ever ends) are outside human ability to control. It is important to include here the significant point that, comprehended in this sense, these terms convey no essential feeling of confidence or negativity. It is conceivable to be an affirmed passivist but sense that the fundamental states of life are on a par with they could be or are masterminded man’s advantage (as in, state, a confidence in fortunate Christianity), or, on the other hand, to have an emphatically critical feeling of the world one is conceived into. All these terms show, as I state, is that life is, in a manner of speaking, a game where the standards are made up and constrained by others and where individuals have no capacity to change the circumstance. The termsâ fateâ andâ fatalisticâ also don't imply that human activities are predetermined. This point is urgent to get a handle on for a comprehension of the Iliad and practically all traditional Greek literature. Human creatures might be not able to adjust the circumstance, however in any event one basic since they are free agents. They are allowed to pick how to respond to these given conditions. In the Iliad the men have decided to be warriors; more than that, the vast majority of them are resolved, in their opportunity, to go about as courageously as possible, to satisfy a code which demands that they stand up to this troubling deadly reality with a scope of human characteristics (mental fortitude, faithfulness, physical quality, etc). Weâ will be going into this element of the sonnet in more noteworthy detail in another essay. For the second it’s basic to get a handle on the point that fundamental to lives of these men is their free declaration of their uniqueness despite a cruel destiny which they can't alter.This fatalistic nature of the sonnet rises additionally in the manner Homer demands the all inclusive extent of war. As we read the story, we are continually managing a specific occasion including explicit people, however we are likewise mindful of a bigger picture, for these occasions are a piece of an any longer time period. The well known diversions, which have occasioned a specific measure of unfriendly remark, serve to remind us over and over that fighting is a state of life itself.

Homelessness And The Learning Disabled Student Relationships - Free Essay Example

The Relationship between Homelessness and the Learning Disabled Student When we think of homelessness we typically never consider the children that are involved. We see these people in our communities daily. They are often displaced for a variety of reasons. Some have mental illnesses and cannot take care of themselves and others are there for temporary monetary reasons. But what about the children? They are the small victims of something that is out of their control. More than 1.6 million U.S. children are homeless each year and about 40 % of children residing in shelters are under the age of 7 years (National Center on Family Homelessness 2011), (Haskett, M., Armstrong, J., Tisdale, J., 2016). Federal law defines children and youth who are homeless as individuals who lack a fixed, regular, and adequate nighttime residence (McKinney-Vento Act, 2009). Could they overcome their mental, behavioral and emotional obstacles if they had a more structured lifestyle? Poor child health is associated with the timing of homelessness across three specific critical developmental time periods: prenatal only, postnatal only, or both prenatal and postnatal versus never homeless. The hypothesis is that homelessness during any time period would be associated with poor child health outcomes, and those with both prenatal and postnatal homelessness would have the greatest adjusted odds of poor child health compared with those who were never homeless, those with prenatal homelessness only, or those with postnatal homelessness only. (Sandel, M., Sheward, R., Ettinger de Cuba, S., Coleman, S., Heeren, T., Black, M., Casey, P.H., Colton, M., Cook, J., Belker Cutts, D., Jacobs, R.R., Frank, D.A., 2018). Schooling, however, may ameliorate some of the negative consequences of homelessness, and special education programs with more individualized teaching may be particularly beneficial. (Zima, B. T., Bussing, R., Forness, S. R., Benjamin, B. 1997). Youngsters who are homeless are twice as likely to have a learning disability and three times more likely to manifest emotional problems than their classmates who are not homeless. (Gargiulo, R.M., 2006). While we do not have all of the answers, there has been some research done that gives the reader a better sense of knowledge on how children who have learning disabilities may not have such disabilities if their quality of life was better. The research also demonstrates the effects of homelessness and how it effects the learning disabled student. Inadequate transportation may be a barrier in certain geographic areas because families may need to access services that are in more than one physical location, especially in the hypothetical case of a child with physical health needs, behavioral health needs, and educational support needs. (Lynch, S., 2018). When children start to feel the effects of homelessness their self-esteem tends to dwindle. They often feel useless and become depressed. Addressing risk for mental health problems in homeless children requires insights of child development, psychiatry, mental health services, and social and economic development. (Marcal, K.E., 2017). A number of studies suggest that children experiencing homelessness tend to be characterized by low intellectual functioning, developmental delays, and poor school performance. (Haskett, et.al, 2016). More often than not, the student will have to change schools and they could possibly lose what they have gained in retention and comprehension. Research indicates that students who change schools due to unplanned residential mobility, such as that associated with homelessness, score lower on standardized tests and have lower overall academic achievement (Kerbow, 1996; Lash Kirkpatrick, 1990); Mantzicopoulos Kautson, 2000); (Melman Heinlein, Shinn, 2000); (Rumberger Larson, 1998); (Julianelle, P. F., Foscarinis, M.,2003). The children are often misunderstood due to the delay in school records being sent to the newest school. Determination of eligibility for special education, the first step to accessing programs, may be especially problematic for homeless children because of their transiency and lengthy Individualized Education Program timelines for evaluation and placement. (Zima, B. T., Bussing, R., Forness, S. R., Benjamin, B. (1997). In December 2001, Congress reauthorized the McKinney-Vento Act, as part of the No Child Left behind Act. Educators and advocates from across the country, including NLCHP, were directly involved in the reauthorization. In fact, virtually all of the changes in the reauthorization were based on model practices in schools and school districts. Educators, advocates, attorneys, and policymakers united behind these successful practices, working to ensure they would be incorporated into the law for the benefit of schools and students across the country. (Julianelle, P. F., Foscarinis, M., 2003). The McKinney Act did not establish separate educational program for homeless children, rather it reinforced their right to participate in existing public school programs. (Gargiulo, R.M, 2006). Most of the other changes in the reauthorization of the McKinney-Vento Act were designed to limit the negative effects of school mobility on children and youth experiencing homelessness. They strengthened and clarified the Acts historic emphasis on educational stability, access, and success. (Julianelle, 2002). Past federal initiatives tailored to address the complex needs of IDEA eligible students suggests that the federal government is equipped with the legislative tools to respond to the plight of homeless students meaningfully. (Abdul Rahman, M., Turner Jr., J. F., Elbedour, S., 2017). The following are some of the key elements of the reauthorization. (Julianelle, P.F., Foscarinis, M., 2003). The McKinney-Vento Act requires school districts to allow students in homeless situations to remain in their schools of origin for the entire time they are homeless, regardless of their residential mobility. The McKinney-Vento Act requires schools to enroll homeless students immediately, even if they lack documents typically required for enrollment. This provision enables unaccompanied youth to enroll in school without a legal guardian. The key provision ensuring educational success is a new requirement that every school district designate a McKinney-Vento liaison to work with children and youth experiencing homelessness. (Julianelle, P.F., Foscarinis, M., 2003). Effective programs that serve youngsters who are homeless and disabled typically address not only the childs educational needs but also their physical and emotional needs as well. (Gargiulo, R.M., 2006). Where the McKinney-Vento Act is being implemented, children and youth are reaping immense rewards. School provides the obvious benefits of intellectual, emotional, and social stimulation, and academic achievement. By offering educational stability and access, the McKinney-Vento Act helps children and youth experiencing homelessness realize these benefits. Yet, even beyond these school-based opportunities, the Acts education provisions are also a critical element in ending the root cause of the students mobility: homelessness. (Julianelle, P.F., Foscarinis, M., 2003). Bronfenbrenners ecobiodevelopmental framework elucidates the physiological mechanisms namely, stress reactions by which adverse household conditions negatively impact child development and mental health. (Marcal, K.E., 2017). Few studies, however, have described the level of need for special education services among homeless children, the first step toward designing interventions that may improve access to special education programs. (Zima, B. T., Forness, S. R., Bussing, R., Benjamin, B. 1998). Almost one half of sheltered homeless children have been found to have acute and chronic health problems, including elevated blood lead levels, placing them at additional risk for learning problems (Alperstein, Rappaport, Flanigan, 1988; Miller Lin, 1988). Frequent school changes and poor attendance may make it impossible to differentiate an adjustment reaction from signs of an emerging behavioral or learning problem. (Zima, et., al. 1998). Children who are homeless are a heterogeneous group; therefore, it is difficult to anticipate every need or situation that may arise within the educational environment. (Yamaguchi, B. J., Strawser, S. 1997). In Los Angeles, almost one half of sheltered homeless children (46%) screened positive for at least one disability requiring special education services, with BD being the most prominent (30%). (Zima, et. al.1998). Less than two percent of the states demonstrated adequate services for promoting the physical and mental health well-being of children and less than 30% met minimum standards for advancing the educational well-being for children in their systems. (Rouse, H., Fantuzzo, J., LeBoeuf, W., 2011). Children experiencing homelessness often had high rates of grade retention and school mobility and lower than average grades or test scores. (Masten, A.S., Fiat, A.E., Labella, M.H., Strack, R.A., 2015). The average homeless school-aged child experiences a number of emotional challenges. (R.A.Hall, 2007). High levels of psychiatric disorders such as anxiety, depression, posttraumatic stress disorder (PTSD), substance abuse, and psychosis have been identified in populations of homeless youth (Kamieniecki, 2001). Family situations such as displacement of mother and fathers can also be traumatic for these children. The unbalanced lifestyle of the homeless youth can often lead to more dire circumstances as they get older. The students are not functioning as the typical student their age does and that too can lead to exacerbate the emotional unwellness of the child and impede their learning capability. Some caregivers accept a wide range of behaviors as normal, and might not consider a particular clinical threshold as necessarily worthy of intervention, because other more pressing need for food, shelter, or work may take precedence. (Lynch, S., 2018). The self-esteem of children who are h omeless must be considered in the design of educational programs within the school environment. Findings indicate that homelessness occurring during the first 2 years of life is worse for academic outcomes and school attendance, compared to homelessness first occurring after children are 2 years of age (Perlman and Fantuzzo 2010). Children who are homeless may feel alienated from schoolmates. (Yamaguchi, B. J., Strawser, S. 1997). Homeless children have significantly higher rates of psychiatric symptom and disorders, predominantly anxiety and mood disorders. (Yu, M., North, C.S., LaVesser, P.D., Osborne, V.A. Spitznagel, E.L. 2008). Check in/check-out (CICO) often is used as a targeted intervention for youth who display problematic behavior at school and might benefit from receiving additional attention and opportunities for positive reinforcement (Hulac, Terrell, Vining, Bernstein, 2011). Early intervention partnerships between educators, social service providers, homeless shelter services, and other public health providers create a capacity for better access and better coordination of services for children experiencing multiple risks to their educational success. (Rouse, H., Fantuzzo, J.W., 2009). However, the lack of knowledge about service availability along with confusion with navigating the healthcare system may prevent homeless youth from seeking services. (Sulkowski, M., Michael, K., 2014). Other factors can include the embarrassment from lack of adequate clothing and personal hygiene needs. Children who do not have the means to take care of their own personal hygiene needs often develop mental health problems. Since personal care is such a basic need, the students often become withdrawn and develop emotional problems. With consent from a custodial guardian or a recognized caregiver, a school psychologist or counselor can identify homeless students who have elevated levels of anxiety and recruit them in a therapy group that follows an evidence-based cognitivebehavioral therapy (CBT) treatment protocol. (Sulkowski, M., Michael, K., 2014). Interventions to address mental health problems in the schools often involve proving individual counseling of therapy. Because of the w ide range of psychiatric and mental health problems that homeless youth display, a large percentage of these youth likely could benefit from receiving indicated intervention services. (Sulkowski, M., Michael, K., 2014). Educators must also be prepared to translate their assessment results into immediate instructional goals and objectives due to students poor attendance. (Yamaguchi, B. J., Strawser, S. 1997). There is also a cultural and racial disadvantage to homelessness. In one study of the United States, the population of homeless families is different from the population of homeless individuals. Fewer than half (45.4%) of the overall homeless sheltered individuals in the United States are White and not Hispanic, whereas the largest proportion of homeless sheltered families is African American (47.9%). (Lynch, S.,2018). The largest population are the black families. They are 55.9 percent of the shelter population. (Jones, David, R., 2015). Children from economically disadvantaged and minority families consistently perform below their non-poor, non-minority peers in both reading and mathematics. (Rouse, H., Fantuzzo, J.W., 2009). There are other risks the children face associated with homelessness that may impede their overall cognitive skills. Some of the risks include crime and the mal-treatment of the child because the family is in dire circumstances. For young children living in vu lnerable environments, multiple biological and social risk factors interact bi-directionally with the development of early academic and behavioral skills. (Jaffee, S., Caspi, A., Moffitt, T., Dodge, K., Rutter, M., Taylor, A. 2005), (Tremblay, R.E., Nagin, D.S., Seguin, J.R., Zoccolillo, M., Zelago, P.D., Boivin, M., 2004), (Rouse, H., Fantuzzo, J.W., 2009). The parents of the homeless childs mental state can also factor in how a child gains perspective. If the homeless child has a cognitively impaired parent, the results for the child gaining access to academics can be little to none. Lower educational level of mothers is associated with disruptive behavior disorders in their children. (Yu, M., et.al, 2008). There are also higher rates of psychiatric disorders (especially substance use disorders and PTSD) among homeless than domiciled mothers. (Yu, M.et, al., 2008). Family issues, such as family violence, parental alcohol or other drug use, and parental mental health, also may play a role in causing and prolonging homelessness and, in their interplay, compound poor outcomes for children and families. (Moore, T., McArthur M. Nobel-Carr, D., 2011). The newest research models are constantly striving to find the best practices for children who are homeless. The students who have learning disabilities are at the most disadvantaged but there are steps that the educators and administrators are taking to ensure that every child succeeds. Contemporary research has attempted to isolate the effects of homelessness on education, with mixed results. (Tobin, K.J., 2016). New research linking stress to learning difficulties is relevant because the homeless experience is often correlated with great stress. (Tobin, K.J., 2016). While stress can certainly cause a host of problems for individuals, being homeless without knowledge of where you may sleep that night would be one of the toughest problems facing someone. Academics can often be the last thing on a childs mind when they have no idea where their basic needs such as food is coming from. With all of the necessary luxuries life can be touch to manage, it can be tougher if you feel as if y ou have to fight, prostitute, or haggle someone for a meal or a place to rest. Homeless children are the most vulnerable people. They often face crime, addictions, poverty and feel as if they have little if any chance of survival. Schools need the resources to be able to instill into children the means to get themselves off the streets and integrated into society as productive members. But for some school, the resources to help the disabled homeless child may be too great a feat unless more laws are enacted.

Marxist Industry The Difference Engine’s Chronicle of Revolution - Literature Essay Samples

The Difference Engine, co-written by William Gibson and Bruce Sterling, imagines an alternate historical outcome during the industrial era of Europe in the late 19th century. The book follows three characters with different stories that intertwines respectively with their relation to the kinotrope cards, a technological innovation that guarantees societal power to the holder. The first character introduced to us, Sybil Gerard, acts as a prostitute and thief in order to avoid her connection to her father, a former Luddite riot leader who met his demise. She accepts Mick Radleys request to become an apprentice adventuress because of his wealth and promises to erase her past. The first part of the book sets up the political atmosphere as Mick involves Sybil in his relations with Houston while also introducing the importance of the Kino cards that connect all three stories. We follow her storyline until Swing, an antagonist in pursuit of the cards, murders Mick. We then follow Edward Lev iathan Mallory, an acknowledged savant and paleontologist who discovered the brontosaurus. Although the authors assert his humble and turbulent background of a common man, they immediately change his status to wealthy and reputed. He becomes the holder of the cards after a violent encounter with Swing and then proceeds to be targeted by Swing throughout his story. Swing ruins his life by accusing Mallory of murder and destroying his esteemed position in research. In attempt to keep his reputation and life, Mallory befriends many high positioned people including Fraser and Oliphant. Mallory’s story ends when he teams up with his two brothers and Fraser in order to hunt down and kill Swing, an endeavor they succeed in. The last part of the book follows the cards in the hands of Oliphant, a detective of high class who remains stuck on the case of Mick Radley. He meets Sybil near the end of the story and promises her safety in return for information. The ending of the book reveal s the narrator to be a machine capable of consciousness, ultimately commenting on the innate power technology provides and reveals the authors’ warning of the dangers of a technological age. Marxism looks at society as an organized system of power which drives production and progression. Founded and based on the works and ideas of Karl Heinrich Marx and influencers including Friedrich Engels and G.W.F. Hegel, the theory argues that the political, economic and social climate of a population depends on a class system and how, in literature, the characters and plot remains driven by either economic pressure or a general pursuit towards power (Habib 527). Marx’s most prominent book, The Communist Manifesto, in which he outlines his theory, describes, â€Å"The history of all hitherto existing society is the history of class struggles,† (Marx 40). This asserts a dialectical materialism interpretation that history exists due to the tensions between the hierarchies of class (Siegel). To examine literature, the theory focuses on this class struggle of the oppressors and the oppressed and how an individual or community fits into the system. Emphasis exists on materi alism as the reader views the conspicuous consumption of a character or setting and the commodification, the implicit value of an object, which society encourages (Siegel). These points of emphasis come from Marx’s critique on capitalism on its skewed system of power between the bourgeoisie and the working class and its imperialistic nature, thus, arguing an, â€Å"economic interpretation of history† (Morrow). Additionally, these points of emphasis go on to prove that individuals remain obstructed from freedom and spirituality because of the materialism and class restrictions projected through art and literature in society. Marxism influenced many different branches of literary theory including the feminist theory and historicism, yet, it falls short in acknowledging human nature of greed and desire as it assumes a population to labor willingly and over exaggerates â€Å"the reach of capitalism,† (Morrow). Overall Marxism outlines how literature directly correla tes with the material and societal values of a setting and how class and power drive history. Gibson and Sterling use the distribution of class and power in relation to the budding technology of the setting in The Difference Engine to highlight the progression of history as proposed by the Marxist Theory. As the book focuses on the Babbages Engine to create a science fiction narrative, the bourgeoisie of victorian England are replaced by the new controllers of technology and engines because technology replaces the former force of production, the people. Thus, the emphasis on the Kino cards arises as the cards remain the key to a new technological innovation which makes them the key to power. The holder of the cards can become the controllers of a new age of production and, as Marxism proposes, the controller of production stands on top of the pyramid of class. Through this set up, Gibson and Sterling create a setting with new aspects of class and struggles between the classes in order to propose a new outcome through violence and a society dominated by its technological advan ces. Due to this new structural hierarchy, the old production force of laborers fight back giving rise to the Luddites described as industrial rioters and antagonists like Captain Swing who wish to control the new technology and return power to the common laborers. The Marxist idea of material and production dictating history permeates throughout Gibson and Sterling’s story as a vehicle for progression. Gibson and Sterling reimagine history using the structural basis of class and production provided by Marxism and suggest a prompt change in society arising from the dichotomy between the common mans role and the wealthy’s influence. Gibson and Sterling use the distribution of class and power in relation to the budding technology of the setting in The Difference Engine to highlight the progression of history as proposed by the Marxist Theory. As the book focuses on the Babbages Engine to create a science fiction narrative, the bourgeoisie of victorian England are replaced by the new controllers of technology and engines because technology replaces the former force of production, the people. Thus, the emphasis on the Kino cards arises as the cards remain the key to a new technological innovation which makes them the key to power. The holder of the cards can become the controllers of a new age of production and, as Marxism proposes, the controller of production stands on top of the pyramid of class. Through this set up, Gibson and Sterling create a setting with new aspects of class and struggles between the classes in order to propose a new outcome through violence and a society dominated by its technological advan ces. Due to this new structural hierarchy, the old production force of laborers fight back giving rise to the Luddites described as industrial rioters and antagonists like Captain Swing who wish to control the new technology and return power to the common laborers. The Marxist idea of material and production dictating history permeates throughout Gibson and Sterling’s story as a vehicle for progression. Gibson and Sterling reimagine history using the structural basis of class and production provided by Marxism and suggest a prompt change in society arising from the dichotomy between the common mans role and the wealthy’s influence. Marx built his core thesis around the idea of a materialist conception of history where class and labor tensions perpetuate a society. In his model, the base of society depends on the modes of production: machines, land, and laborers (Morrow). This dependence leads to a separation of power that establishes a class system, an integral part in the conception of history. The upper class, referred to by Marx as the bourgeoisie, hold control over the modes of production and, inevitably, the laborers that make up proletarian class. The bourgeoisie and proletarians innately divide into upper and lower classes, even though each depends on the other. This natural hierarchy causes tension, raising conflict and resolutions which progress society (Berner). Marx describes this cycle as a materialist conception of history stating that a society organizes and develops based on the conflicts of inequality. He explains, â€Å"Definite individuals who are productively active in a definite way enter i nto these definite social and political relations,† (Marx). This describes how people in power who control production make up a base and superstructure, or influence over society, and with this form an economic foundation. They hold power through their influence as they control the availability of material and the flow of ideas, described as â€Å"The production of ideas . . . is at first directly interwoven with the material activity and the material intercourse of men† (Marx).The force of production, made up of laborers, conflict with the base due to this imbalance of power and soon initiate a social revolution, meaning to destroy the current system and establish a new one (Berner). However, if successful, a new hierarchy replaces the old superstructure and history continues. New generations prosper from the work and products left by the old generation and by building upon each last generation and exploiting new material, the cycle of conflict and resolution endures. Thus, Marx’s proposition of a materialist conception of history outlines why social classes remain in most societies and how this hierarchal system initiates development and structure. Marx built his core thesis around the idea of a materialist conception of history where class and labor tensions perpetuate a society. In his model, the base of society depends on the modes of production: machines, land, and laborers (Morrow). This dependence leads to a separation of power that establishes a class system, an integral part in the conception of history. The upper class, referred to by Marx as the bourgeoisie, hold control over the modes of production and, inevitably, the laborers that make up proletarian class. The bourgeoisie and proletarians innately divide into upper and lower classes, even though each depends on the other. This natural hierarchy causes tension, raising conflict and resolutions which progress society (Berner). Marx describes this cycle as a materialist conception of history stating that a society organizes and develops based on the conflicts of inequality. He explains, â€Å"Definite individuals who are productively active in a definite way enter i nto these definite social and political relations,† (Marx). This describes how people in power who control production make up a base and superstructure, or influence over society, and with this form an economic foundation. They hold power through their influence as they control the availability of material and the flow of ideas, described as â€Å"The production of ideas . . . is at first directly interwoven with the material activity and the material intercourse of men† (Marx).The force of production, made up of laborers, conflict with the base due to this imbalance of power and soon initiate a social revolution, meaning to destroy the current system and establish a new one (Berner). However, if successful, a new hierarchy replaces the old superstructure and history continues. New generations prosper from the work and products left by the old generation and by building upon each last generation and exploiting new material, the cycle of conflict and resolution endures. Thus, Marx’s proposition of a materialist conception of history outlines why social classes remain in most societies and how this hierarchal system initiates development and structure. Marx’s friend and co-writer of The Communist Manifesto, Friedrich Engels played a key role in shaping and defining the ideas of the Marxist theory. Born November 28, 1820 in Barmen, Prussia, a town focused on industry and production, Engels grew up around industry and manufacturing (Hammen). His father, a textile manufacturer, influenced Engels to pursue commerce and, in turn, Engels did not have a formal education. However, Engels proved intelligent and formed radical ideas of his own during his mandatory military service in Berlin where he met some Young Hegelians (Hammen). Dissatisfied with his career in business, he began writing as a journalist and observed the structure of capitalism in Manchester when working with his father. When he later went to Paris and discussed his ideas with Marx, they realized the similarities in their philosophies and decided to write their ideas together. His own works exploring labor includes The Condition of the Working Class in England whic h was inspired from his work in Manchester (Hammen). However, unable to support himself and Marx with only his career in writing, Engels eventually returned to business but ultimately sold his shares when he became financially stable. He spent the end of his life expanding on his ideas with Marx in London until his death in 1895. As co-writer with Marx, Engels shared the same ideas as Marx, yet, found ways to apply structure to science and history as an explanation of a chronicle of society. His theory, called Dialectic Materialism, expanded on the Materialist Conception of History by proposing that the value placed on objects and a society’s need and want of these objects cause the cycle of conflict and resolution. Engels write, â€Å"The state is nothing but an instrument of oppression of one class by another no less so in a democratic republic than in a monarchy† (Engels). This asserts that people in power purposely restrict other classes from obtaining material value in order to control power. This â€Å"oppression of one class by another† reinforces Marx’s explanation as the state becomes the vehicle of conflict in a society. However, contrastingly to Marx, Engels suggests, â€Å"The men who founded the modern rule of the bourgeoisie had anything but bourgeois limitationsâ⠂¬  (Engels). He implies that the material world came from the common man as the bourgeoisie were once common men that grew to power in accordance to Marx’s cycle of revolution. Thus, Dialectic Materialism implies that the common man set up a system of material power, fought their way into higher classes, ultimately becoming the bourgeoisie, and being replaced by previously common men in continuation of the cycle. Whereas Marx asserts that the bourgeoisie cause the materialist cycle, Engels proposes a new perspective in which the common man perpetuates history. The lower classes perception of the upper class causes them to fight and replace the bourgeoisie, ultimately making the common man the perpetuator of the cycle of conflict and resolution. As co-writer with Marx, Engels shared the same ideas as Marx, yet, found ways to apply structure to science and history as an explanation of a chronicle of society. His theory, called Dialectic Materialism, expanded on the Materialist Conception of History by proposing that the value placed on objects and a society’s need and want of these objects cause the cycle of conflict and resolution. Engels write, â€Å"The state is nothing but an instrument of oppression of one class by another no less so in a democratic republic than in a monarchy† (Engels). This asserts that people in power purposely restrict other classes from obtaining material value in order to control power. This â€Å"oppression of one class by another† reinforces Marx’s explanation as the state becomes the vehicle of conflict in a society. However, contrastingly to Marx, Engels suggests, â€Å"The men who founded the modern rule of the bourgeoisie had anything but bourgeois limitationsâ⠂¬  (Engels). He implies that the material world came from the common man as the bourgeoisie were once common men that grew to power in accordance to Marx’s cycle of revolution. Thus, Dialectic Materialism implies that the common man set up a system of material power, fought their way into higher classes, ultimately becoming the bourgeoisie, and being replaced by previously common men in continuation of the cycle. Whereas Marx asserts that the bourgeoisie cause the materialist cycle, Engels proposes a new perspective in which the common man perpetuates history. The lower classes perception of the upper class causes them to fight and replace the bourgeoisie, ultimately making the common man the perpetuator of the cycle of conflict and resolution. Georg Wilhelm Friedrich Hegel, a prominent philosopher in the late 18th century, set the foundation for Marxism through his ideas and works. Born in Stuttgart on August 27, 1770 to a revenue officer and a mother who held high status in society, Hegel lived a privileged life for his time period (Froeb). His mother died during his childhood but his father made sure Hegel got a formal education. Thus, he attended a Latin school until the age of 18and found interest in ideas of the German Enlightenment and continued his studies of philosophy at the University of Tà ¼bingena, a Protestant seminary (Froeb). He took up the occupation of private tutor in order to continue his independent study of philosophy and Greek and Roman classics. During this time he wrote essays and various texts until problems with the family he worked for pushed him to seek another job. He became a Professor at Privatdozent soon after and published his first work, The Phenomenology of Mind. Hegel highlighted the id ea of contradiction and how negation shapes a society. Financial pressures motivated Hegel to keep writing as teaching did not pay (Froeb). Unable to live off his career, he moved to Banberg and became an editor (Froeb). Though he held many careers through his life, he continued writing his theories throughout his life. Hegel’s legacy lived in his works and the students following his ideas who called themselves the Young Hegelians. At the end of his life he went to teach at the University of Berlin and died in Berlin in 1831. Unlike Marx and Engels, Hegel looked toward the larger perspective of totality which emphasizes the outcome more than the method while still analyzing the inherent contradictions that influenced the outcome. According to his view of totality, â€Å"Only the whole is true. Every stage or phase or moment is partial, and therefore partially untrue.† (Spencer). This makes the method of achieving the end, whether the bourgeoisie or common man cause the change, irrelevant. Notably, Hegel inspired the Marxist theory so his perspective remains a broader idea than those of Marx and Engels. Within Hegel’s theory he notes negations, or, the inherent contradiction in course of history. For example, the violence of a revolution and uprising ultimately leads to a new order and structural base for society. This paradox of violence bringing order describes the course of history in Hegel’s perspective. In his theory of Negation lies three main types of contradiction, Being, Essen ce, and Notion. The contradiction of Being describes a juxtaposition where seemingly contradicting aspects actually relate upon closer inspection. Essence defines, â€Å"opposed pairs immediately imply one another† (Spencer). Lastly, Notion relates to Totality at it emphasizes â€Å"concepts . . . whose component parts . . . are conceptually interrelated,† (Spencer). Hegel looks at history as a sum of outcomes by ignoring the impetus towards the outcome while acknowledging the relations and contradiction between the causes. Overall, Hegel beckons focus on the current outcome and the awaiting outcome to define our place as a society. Unlike Marx and Engels, Hegel looked toward the larger perspective of totality which emphasizes the outcome more than the method while still analyzing the inherent contradictions that influenced the outcome. According to his view of totality, â€Å"Only the whole is true. Every stage or phase or moment is partial, and therefore partially untrue.† (Spencer). This makes the method of achieving the end, whether the bourgeoisie or common man cause the change, irrelevant. Notably, Hegel inspired the Marxist theory so his perspective remains a broader idea than those of Marx and Engels. Within Hegel’s theory he notes negations, or, the inherent contradiction in course of history. For example, the violence of a revolution and uprising ultimately leads to a new order and structural base for society. This paradox of violence bringing order describes the course of history in Hegel’s perspective. In his theory of Negation lies three main types of contradiction, Being, Essen ce, and Notion. The contradiction of Being describes a juxtaposition where seemingly contradicting aspects actually relate upon closer inspection. Essence defines, â€Å"opposed pairs immediately imply one another† (Spencer). Lastly, Notion relates to Totality at it emphasizes â€Å"concepts . . . whose component parts . . . are conceptually interrelated,† (Spencer). Hegel looks at history as a sum of outcomes by ignoring the impetus towards the outcome while acknowledging the relations and contradiction between the causes. Overall, Hegel beckons focus on the current outcome and the awaiting outcome to define our place as a society. In order to reimagine the past, Gibson and Sterling used Marxist ideas to create a new future filled with the inevitable conflict between man and power. The use of three characters of different statuses and their interaction with power highlighted the universal plight for power that Marx argued. Mallory exemplified this struggle of conflict and resolution outlined by the Materialist Conception of history and Dielectric materialism. He proved that a humble man can rise in status and, despite his initial values, succumb to the aims of the bourgeoisie class. In writing his plot line, the authors critique the overall system and how, although different peole obtain power, the outcomes and goals remain the same for everyone. This idea correlates with Hegel’s theory of Totality and reveals to the readers the irrelevance of the conflict as the resolution remains the same. Overall, The Difference Engine explores Marxist ideas in the creation of a new history and disregards conflicts in the face of progression.