Metamorphosis Of Narcissus - Salvador Dali Essays - Modern Painters

Metamorphosis of Narcissus - Salvador Dali Metamorphosis of Narcissus - Salvador Dali The painting Metamorphosis of Narcissus was created in 1937 by oil on canvas by Salvador Dali. This painting uses a lot of images to say what it means, for example, a person, a hand, water, a starving dog, a chess board, a canyon or cliff, and people. This is not to fill the paper or distract the viewer from the suggested meaning or point, but to support the idea that hope and despair are reflections of one another; on opposite sides of a coin, spinning in mid-air, waiting to land and fix or destroy everything. The first thing that one thinks upon first seeing it, from far away, is that Dali just painted the same thing twice. From afar, it appears as if he simply cut the canvas down the middle and made one side brown and the other blue, but on closer inspection, one sees that the two sides, although very similar, are nothing alike. On one side, there sits a limp body staring at the reflection of herself in the water that she sinks in. The setting sun glistens off the back of her head, but she just wallows in grim depression and boredom. The canyons trap her in the barren wasteland as she sits motionless, without movement, struggle, or life. This mysterious figure looks so vacant that it might as well be dead. Nothing is happening on this side, so one's attention is directed to the other. On the other side, a blue decaying hand emerges from the ground with ants crawling on it, possibly making their homes in it or finding food on it. Atop this pedestal, rests an egg with a flower sprouting from it. This display of life emerging from the dead is a symbol of hope and beauty. To the left of the hand, a very unhealthy malnourished dog feasts on fresh meat; his salvation is handed to him and he survives. Behind the dog is a chess board with a young man in the middle of it, proudly surveying the battlefield as though it were his kingdom. To his left are people on a road that leads off into the horizon. All these things symbolize new beginnings out of old life and hope from death. The message that Salvador Dali was trying to get across is that hope and despair, failure and victory, and life and death are all equal forces, each one pulling the other in an eternal war to balance everything. It's all a cycle, and like all cycles, it repeats itself forever and ever, and there's no way of having one without the other. Guemica - Pablo Picasso Pablo Picasso's "Guernica" Pablo Picasso's painting entitled "Guernica" has been a masterpiece of modern art since it's first appearance at the World Fair's Fair of 1937. The huge mural has become an icon of Picasso's work and has been interpreted in several unique ways, many of which contradict Picasso's actual intentions. Artistically, the composition is balanced and is a characteristic of Picasso's work; perfectly planned and flowing. The symbols of this piece despite the misconceptions of it's many critics, including those present at the World's Fair in the year that the painting was introduced, were clearly defined by Picasso himself. The preliminary sketches of the work began in May of 1937, and was commissioned by the official Republican government of Spain in January of the same year. It was to be displayed in the International Spanish Pavilion at the 1937 International Exhibition, or as it is more popularly known, the World's Fair. Picasso was given a large studio in which to conduct his artistic endeavors in partial payment for the work which was being done. Picasso went through many artistic periods throughout his career as an artist, one of which was cubism. In a few ways, Guernica, somewhat broke from the traditional cubism which he had a hand in inventing. The painting makes use of a two dimensional picture plain with all of the objects on the canvas appear flat looking as is dictated by the cubism style. The picture plain is not, however, fractured like many of the previous works which were categorized under the same style. Picasso's reason for painting Guernica has been disputed by the many art critics of modern art, but perhaps the most accurate summary is the genius himself. Picasso explained that the work was not specifically about the bombing of Guernica, nor was it specifically about the Spanish Civil War which was the culprit in this destructive incident. It was rather a

Essay Topics - Core College Application Essay Topics

Essay Topics - Core College Application Essay TopicsThe basic college application essay topics are essentially the same as they have been since the early days of our history. We've all read them, and most of us have submitted them to several colleges, and still do. The trick is not just to supply a short summary of your skills and interests, but to make sure that the subject of your application essay is at the forefront of your mind throughout the entire process.There are a few of the basics to college application essay topics that you should look at and contemplate. It's no secret that applicants with formal education in a particular field will be better candidates for a specific college, especially if that school has been very selective in its admissions. In this case, using college application essay topics that relate to these specialties can be extremely beneficial.One of the fundamental principles of college application essays that is relevant to any field of study is that writi ng must not only be meaningful but it must also be relevant. College students who are applying to a business school will, understandably, be more interested in an application essay topic that is specific to a business than a field like astronomy. When you're writing an essay about something that you actually want to do, you want to be able to describe it in great detail, not just list possible career goals. This is a concept that is quite important in business, and even more so in college applications.Students who wish to enter a career field that is in demand are going to be looking for specific topics when they apply to a college. Whether it's law medicine, or engineering, they will want to know whether they're going to be accepted into the school based on their specific talents, or on their grades and other academic traits. It's very difficult to write an essay on a school's business side when you are not even sure if you'll be accepted, let alone understand if you will be accept ed.Many people write essays that are very skill-based topics. Instead of writing about a field, they are basically writing about themselves. These writers are great for major programs like medical school, where there are just a few schools that accept students who want to focus on medical education. For the application essay, however, you will want to be sure that you have a very specific topic that is focused on your expertise.If you are applying to a nursing program, for example, you may want to focus on the skills that you already have that will be needed in that field. You may want to describe your experiences in nursing to try to illustrate how you will be successful in the field. Or you may want to present a project that you have worked on, which you hope to pass on to the nurses who will be in your class. Your application essay topics should be specific to your talents, so that your essay will be one that is greatly improved by you have all of the skills needed to succeed.As you consider college application essay topics, consider all of the skills and knowledge that you have, and the field of study that you want to enter. Use these basic elements to make sure that you really do have the application essay topics that you will want to submit to colleges, and to find the program that you feel is the best fit for you.

How does Shakespeare demonstrate that love and friendship can overcome greed in the Merchant of Venice Essay Example

How does Shakespeare demonstrate that love and friendship can overcome greed in the Merchant of Venice Essay Example How does Shakespeare demonstrate that love and friendship can overcome greed in the Merchant of Venice Paper How does Shakespeare demonstrate that love and friendship can overcome greed in the Merchant of Venice Paper but he not only felt angry, he damned her. She did what she did for the sake of love, but even so stealing from her father shows her greed, and in a way, shows how she takes after him in being greedy. In this case, both love and greed instigated the actions of Jessica, a combination which doesnt occur with any other character in the play. Indeed, the eloping and unification of Jessica and Lorenzo is a very significant part of the play, as at the time it was written, Jewish people were seen as outcasts in England. Therefore the fact that Jessica converted to Christianity may have been more of a significant talking point 500 years ago than it is now. Jessica always had a slightly awkward relationship with her father, Shylock. It pinnacle of this awkward relationship was her change of religion, which completely distanced her from her father. Both characters were greedy people, but perhaps in different ways, and relatives with similar personalities are known to clash. Her relationship was the mirror opposite to that of Portia and her father. We dont know how they got on, but we do know that Portia respected her fathers wishes and had faith in him. This could not be said for Jessica. She turned on him (by stealing and rebelling) as quickly as he turned on her (damning her). This perhaps could have been because she was a Jewish girl growing up in England, and she rebelled. Portia was probably brought up as a little princess and so had nothing but admiration for her father. Each girls social, cultural and historical background contributed to how they grew up and in turn got on with their parents. Throughout the play Shakespeare demonstrates different types of love and greed, and the different effects each of these can have. Antonio and Bassanio have a friendship almost comparable to love, indeed it could be called love. Ruthless and uncompassionate behaviour is shown by Shylock, seeking only his own way. This is a form of greed. The love between Jessica and Lorenzo is a love so powerful that it completely destroyed Jessicas relationship with her father, a sacrifice which she was willing to make. This is a different sort of love to that of Antonio and Bassanio, but both lead to hazardous situations. Why did Shakespeare demonstrate so many types of love, compassion, greed, anger and friendship? The repercussions of each was distinctive, and would perhaps show the audience what it would be like to be in each given situation. It could serve as a warning to show what happens when love becomes uncontrollably powerful, or when greed takes control of a person. What the play does show, is that no matter how good natured a person is, love does not always overcome greed, and that both emotions can make you blind to the truth.

Mix design report Essay Example | Topics and Well Written Essays - 500 words

Mix design report - Essay Example The education at the high school level is a strength that can translate to economic boost since there is about 90% of the populations aged 25years and above with this basic education. This is a true since when majority of natives have basic education they are keen and understands the work they do hence quality services Another strength that the city of London enjoys is that few people (8%) leave below poverty index. There is promise that this figure could go down due to the presence of royal opera house which creates job to many young people. The figure is also smaller nationally. The poverty index used here was an index of 1.5. Another weakness is seen in marginalization and gender disparity. Although the ratio between women to men is almost 1:1, women are restricted in owning farms and occupying leadership positions. The data under London county was suppressed implying that there were confidentially with the data for public access which is a weakness The increase in population is a weakness to the government .This is because the government should put up measures to curb the ever rising rate of population. The more the population the more burdensome and budgetary constraints to the government. The priority for the government is to create more resources for development and infrastructural alignment. Comparatively, the population keeps rising from 2000 upto 2003 projection. The manufacturer’s shipment stands at about $300Million. This although still below the expected level of industrialization, it offers the opportunity for more shipments and revenue generation for the states. This is also seen as a pointer towards creation of jobs for the young people. It is also seen as an opportunity to increase the bilateral trades and ties with the regional and counterparts countries The number of retail sales also offers the opportunity for business and trade. It can be seen that the number of retails sales significantly

Leveraged Buyouts and Private Equity Essay Example | Topics and Well Written Essays - 3250 words

Leveraged Buyouts and Private Equity - Essay Example According to the research findings leveraged buyout first came into the picture as an important phenomenon in 1980s. It was predicted that these types of organizations would form the major portion of organization which will eventually become the dominant one. These types of private equity firms involved themselves in various measures like providing incentives based on managerial abilities, and introduced the concept of active governance. They relied upon the possibility of junk bond financing. A few years later the junk bond market crashed resulting in bankruptcy of several leveraged buyouts and the leveraged buyouts of public to private transactions vanished in the starting phases of 1990s. But the market of leveraged buyout was also suffering a gloomy phase as the private equity firms continued their operation by acquiring private companies. The US experienced the boom in market of leveraged buyout in the mid 2000s. The evidences supported by various researches on some selected com panies reveals that private equity investors took the advantages of time factor between the debt and equity markets. The importance of leveraged buyout lies in the usage of financial leverage in order to strengthen the acquisition of the company that has been targeted. The generated cash flow from the bought out business is used to cover he debt incurred in the acquisition. The debt holders are usually expected to earn affixed return while the equity holders seem to grasp all the benefits in a successful buyout. The factors that influence a good leverage buyout includes strong consumer base, small amount of debt on balance sheet, the management team consisting of dependable hands and continuous cash flow (Tuck School of Business at Dartmouth , 2003, p.p. 7-8). Private equity firms Private equity firms are characterized by firms where general partners take the initiative to manage funds while the other partners take the responsibility to provide capital. The limited partners comprise of pension funds, wealthy individuals, and companies operating in the insurance sector. It is important for a partner to contribute to at least 1 percent of the wealth of the firm. The private equity firms has the opportunity to invest the committed capital for at least five years but the period can be extended to ten to thirteen years to return the capital. Again the fund has the life of ten fixed years but can have the extension to thirteen. The limited has little liability in the working of the capital as long as the initial agreements are met. The agreements include restrictions on the amount of capital that can be invested in a company, the particular form of securities in which to invest, and on the level of debt. There are three ways to compensate a general partner. With an annual management fee which is usually a portion of the committed capital and then as a portion of capital employed when the investments are realized. The general partners also earn a share of the profits and they can also charge fees for deal and monitoring to the companies where they put their money in. Portfolio

Database Needs for Early Learning Programs Essay Example for Free

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

The Media Dumbs Us Down Essay -- The Dumbing Down of America

The rise of media in our society has many effects on the consumers of the media. Many people propose the question: is this media making us dumber? Today there are a lot more forms of media available to people today. Through the media outlets of television and news, internet and user-generated content, and social media, people have many options as to where they receive their media. As a whole, the mass media dumbs down society, through their attempt to keep up with the changing of times and reach large masses of people. It is up to the consumer of the media what type they want to partake in. How do media compete in such an environment? The only way to compete is to go with it. To become it, and to help it. New forms of mass media is happening, will happen, and will not stop because we are a constantly changing society. The media tries to put a new spin on media that combines older media techniques with a new more advanced form of media that attempts to reach all of society. Even tho ugh they are effective at reaching mass crowds of viewers, and reaching people who may not have ever engaged in issues, they dumb down society by limiting the thoroughness of information presented. The dumbing down is usually applied as a derogatory term that refers to the simplifying of a subject towards the lowest common denominator. Americans consume large amounts of media. The average American spends half or their day watching hours of television, or listening to some sort of mass media. According to Shachtman author of The Inarticulate Society: Eloquence and Culture in America, â€Å"most Americans watch thirty hours of television a week, or 1,550 hours a year, listen to the radio 1, 160 hours a year, spend 180 hours a year reading some part of a ne... ...al_media_stats_kagan_fisch_mcleod Carr, N. (2008, Jul. - Aug.). Is google making us stupid?. The Atlantic, 1. Retrieved February 14, 2012, from http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/6868/ Shachtman, T. (1995). Extracurricular Educators. The inarticulate society: eloquence and culture in America (pp. 95-142). New York: Free Press. Sommerville, C. J. (1999). How the news makes us dumb: the death of wisdom in an information society. Downers Grove, Ill.: InterVarsity Press. Wolf, M. (2007). Proust and the squid, the story and science of the reading brain. New York, NY: Harpercollins. YDSTIE, J. (2007, June 16). Does the internet undermine culture? : NPR. NPR : National Public Radio : News & Analysis, World, US, Music & Arts : NPR. Retrieved February 10, 2012, from http://www.npr.org/templates/story/story.php?storyId=11131872