Wars and Battles Throughout History

Article Review This Doctor Does Not Want You By...

Basic Publishing Information The article entitled â€Å"This Doctor Does Not Want To See You† by Alice Park was published on Thursday, June 11, 2009 in print. The article was published in U.S. TIME magazine, subcategorized in a health issue containing the expose collection entitled â€Å"How Not To Get Sick†. Due to the articles age, it was accessed for this assignment using the archives of TIME magazine online. TIME magazine online is an electronic resource which archives from TIME magazine’s print copy, thus online articles are now published daily while the print version is circulated monthly. Reporter Alice Park is a TIME’s writer with specialization on â€Å"Breaking frontiers of health and medicine† (Unknown). Article Issue The issue covered within the article is the price versus cost of U.S. health care and alternative methods of care, including their successes and costs with focus on the work of The Cleveland Clinic. The angle of coverage includes views of Cleveland Clinic staff on methodology behind its focuses with commentary from Renee Turner (security staff and patient), Delos Cosgrove (CEO), and Dr. Michael Roizen (Chief wellness officer/anaesthesiologist). This commentary is used in comparison to health care statistics and facts provided by the U.S. National Database. The article is a special health report in an archived health issue entitled â€Å"How Not To Get Sick†, contributing to a compilation of five experts’ best advice for staying healthy throughout life. The articleShow MoreRelatedPeople recognize a difference between children and adults. What events (experiences or ceremonies) make a person an adult? Use specific reasons and examples to explain your answer.7516 Words   |  31 Pagesof all,in which patients have fear of long words. It is certainly true that the children of phobics are more likely to be fearful and anxious, but it s difficult to say whether this is genetic or learnt. 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We would like to express our sincere gratitude and appreciation to Dr. Anthony Chia as our lecture for his patient in guidance, constructive suggestions and valuable critics, during the development and progress for this services marketing plan report. His willingness to lend his time for explaining to us has beenRead MoreAccounting Information System Chapter 1137115 Words   |  549 PagesCHAPTER 1 ACCOUNTING INFORMATION SYSTEMS: AN OVERVIEW SUGGESTED ANSWERS TO DISCUSSION QUESTIONS 1.1 The value of information is the difference between the benefits realized from using that information and the costs of producing it. Would you, or any organization, ever produce information if its expected costs exceeded its benefits? If so, provide some examples. If not, why not? Most organizations produce information only if its value exceeds its cost. However, there are two situationsRead MoreStephen P. Robbins Timothy A. 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Jim Hughes was a cold, difficult man, who was driven by ambition to make money and achieve respect. He had moved to Mexico to avoid segregation and racial injustice in the United StatesRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesmymanagementlab is an online assessment and preparation solution for courses in Principles of Management, Human Resources, Strategy, and Organizational Behavior that helps you actively study and prepare material for class. Chapter-by-chapter activities, including built-in pretests and posttests , focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY

The Insufficiency of Honesty free essay sample

As Stephen Carter begins the essay, he begins the discussion with integrity. Although the essay is based on honesty, integrity is built up of multiple characteristics, including honesty. Carter begins to discuss how being honest does not necessarily mean you have admirable integrity. Being honest can lead to hurtful comments that do not refer to integrity. Carter explains, â€Å"[integrity] requires three steps: discerning what is right and what is wrong; acting on what you have discerned, even at personal cost; and saying openly that you are acting on your understanding of right and wrong† (Carter 338). The main reason Carter incorporates integrity into his essay is to display how honesty and integrity are two different things. To have integrity you must be honest, but to be honest you do not need to have integrity. If you were to look honesty up in the dictionary you would see that the definition says â€Å"the quality or fact of being honest; uprightness and fairness. We will write a custom essay sample on The Insufficiency of Honesty or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † Doing the same with the word integrity, you would get â€Å"adherence to moral and ethical principles; soundness or moral character. † Carter excludes these definitions in his essay, because they are extremely vague. In order to help the reader grasp a true meaning of what integrity and honesty are, he leaves the definition out. By leaving the definitions out he was able to go into great detail on these words and really read in between the lines of what this simple explanation means. He uses examples and compare and contrast in order to get his point around. By explaining his views on integrity and honesty, Carter is able to relate the responsibilities and expectations of Americans to how they are truly acting upon situations in their every day lives.

Response to Intervention Model

Bibliographic information about the program and costs Initially, the Response to Intervention (RTI) model was adopted in 1970s as a tool for assessing learners with potential learning difficulties. Such learning challenges covered various areas in acquiring instructional information. It aimed to replace the conventional model of ‘wait to fail’.Advertising We will write a custom research paper sample on Response to Intervention Model specifically for you for only $16.05 $11/page Learn More The RTI model moved away from determining the gap between the Intelligence Quotient (IQ) scores and the prescribed grade. Instead, it provided a rapid, evidence-based mode of identifying learning difficulties. In 2004, the Individual with Disabilities Education Act (IDEA) recognized the RTI model as an appropriate tool for determining and identifying students with learning difficulties. In most cases, a number of students who have learning disabilities also depict reading difficulties. Intervention programs have proved effective in overcoming such learning difficulties (Fuchs Fuchs, 2006). The cost of implementing the model could be relatively high because in cases where teachers lack knowledge of implementation processes, external assistance may be required. Objectives of the program The RTI model aims to eliminate chances of academic failure by embarking on early intervention, regular assessment of learners’ progress and facilitating thorough research-based instructional programs for learners with difficulties. The RTI is an intervention program that has â€Å"several levels and can be adjusted and changed to meet learning needs of various students† (Fuchs Fuchs, 2006).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More With regard to identifying students with learning disabilities, the RTI framework is an alternative to the con ventional framework that relied on the gap between learners’ IQ scores and test scores. The supporters of the RTI model have touted it as an intervention program that focuses on the Specific Learning Disability (SLD) for the purposes of clarification and clarity. On the contrary, opponents have claimed that the RTI model just identifies low achievers instead of learners with learning difficulties. The RTI framework strives to offer regular feedback to both learners and teachers on learners’ achievements and progress on an individual basis. All people involved can evaluate results because they are visually presented and interpreted. The model allows teachers to adjust contents to meet learning needs of specific learners because it is easy to adjust. In this case, the RTI does not rely on tests or grades to facilitate changes. The model aims at highlighting national achievements of students and making comparison for additional information on learners’ achievement. Finally, the RTI model also allows the instructor to identify learners who may benefit from learning in groups, as individuals or require further tuition and instructions. When such learners get the right interventions, they reduce high chances of learning deficits.Advertising We will write a custom research paper sample on Response to Intervention Model specifically for you for only $16.05 $11/page Learn More Instructional program target One major approach of the model involves data collection based on the universal school-wide screening of learners. Instructors can focus on a specific grade or level and conduct learners’ screening based on a given subject, such as writing, reading or mathematics. Overall, RTI screening can focus on all students. The screening processes aim to establish efficiency and practicality in assessment. The fundamental objective of this process is to identify learners who require further assistance at all levels. The R TI model uses specific criteria (criterion referenced) or general norms (norm referenced) to assess students’ performance scores against the screening items (McCardle Chhabra, 2004). In some instances, cut scores may be applicable with the criterion referenced, which focus on a given level of proficiency based on grading levels. On the other hand, norm referenced relies on the learner’s scores against scores of other students or a large group of learners. The program allows educators to conduct learners’ assessment during fall, winter and spring. The collected data are useful in guiding the instruction of the RTI based on its three tier processes. This process allows educators to identify learners with difficulties, as well as potential areas for interventions and improvement in a larger classroom where many learners may fail to score the required grades. The National Research Center on Learning Disabilities recommends that schools should adopt regular reviews after five weeks to assess achievements of learners and implement interventions for learners who need them. The regular assessment aims to eliminate challenges of over-identification at the beginning of the year. Qualifications and required instructor training The RTI framework is a multilevel tool and could be complex for many instructors. In addition, it is thorough and requires collaboration among regular teachers and special education instructors.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, teachers must understand the importance of teamwork when using the RTI model for intervention. The model requires highly trained teachers with various resources to implement the three tiers of the model successfully. Instructors may also require training in Computer Assisted Instruction (CAI) for effective implementation of the model to meet needs of learners with various learning difficulties. However, lack of resources, including time may hinder implementation of the model. One should recognize that some instructors who lack or have little experience in teaching learners with disabilities might experience significant challenges with the RTI model. In addition, instructors must understand how a research-based method is effective in helping learners with difficulties. Further, instructors must prepare for additional work with the model and crucial changes in expectations of various stakeholders. This is necessary to avoid potential resistance of the model by educators. Fo r effective utilization of the model, a school might seek services of external consultants or educators to assist with effective implementation of the model. Span of the program Instructors conduct learners’ evaluation at the beginning of the year for any preferred areas of learning. The model may also require regular assessment after five weeks to ensure its effectiveness. The RTI framework has three primary elements to ensure that it covers the necessary areas as an intervention model. All these three important components must work in tandem for the RTI model to remain relevant and achieve its desired outcomes. Therefore, any failure to include all the components of the model could result in incomplete assessment of learners and subsequent interventions. In this case, the model may not work and collapse altogether. For instance, any school that only adopts the problem-solving component but fails to collect data on the needs of learners cannot claim to have used the RTI effe ctively. The model insists on regular and repeated measures of learners academic achievements. The three components include: The first component: A Delivery System Designed with Multiple Tiers of Interventions The second component: An Integrated Assessment/Data Collection System to Make Informed Decisions The third component: A Problem-Solving Method (Batsche, Kavale and Kovaleski, 2006) Instructional focus of the program Users must recognize that the RTI model was developed for various purposes in a learning environment. In addition, it accounts for all stakeholders in the learning process. In this case, staff members, administrators and auditors must understand how the model works. The instructional focus of the program could be in any core subject such as mathematics, reading and writing. The critical component of the RTI model is the problem solving. Different user groups must follow the developed procedures used in the component. In most cases, teachers and other school speci alists might lack deep experiences with the RTI model. Thus, they must rely on the systematic instructions provided. The second user group is the selective users. Selective users require the manual for reference on specific elements of the model. Such users may include school psychologists who participate in the support process. The last group includes the intervention specialists who use the model frequently in problem-solving processes. Sample instructional activities It is imperative to recognize that the RTI framework requires high standards of collaboration because of its scope and approach. In fact, various stakeholders in the education system participate in the problem-solving process. For instance, in the problem-solving component, various stakeholders take part in different processes. Figure 1: The Problem-Solving Method These processes involve core guidelines in the RTI. They include: Defining the problem Analyzing the cause Developing the plan Implementing and monitorin g the plan Evaluating the plan In this process, the classroom teacher has specific roles in the process. The classroom teacher conducts the following procedures for any given core subject. Differentiates the instruction Administers standard levels Monitors learners’ progress Identifies students at risks Communicates with various stakeholders, including parents and support team about learners’ challenges Completes the Student Support Team (SST) form Takes part in the SST meeting Actively engages in the development and implementation of the SST intervention plan Therefore, an instructor must work with intervention specialists in different areas. Progress monitoring devices The RTI framework has several monitoring devices. Some of the progress monitoring devices within the RTI framework as identified by Dexter and Hughes (2009) study include the following: SPMM – Standard-protocol mathematics model SCRED – St. Croix River education district model RBM â⠂¬â€œ Idaho results-based model BSM – Behavior support model IST – Pennsylvania instructional support teams MPSM – Minneapolis problem-solving model TRI – Tiers of reading intervention FSDS – Illinois flexible service delivery system model IBA – Ohio intervention-based assessment STEEP – System to enhance educational performance EGM – Exit group model This is a long list of RTI monitoring devices, which can allow instructors to select an appropriate device for the subjects or students. However, it is paramount for instructors to understand how to use these monitoring devices for effective outcomes. Literature and research on the program Research and literature reviews exist about the RTI model. Such studies (Burns, Griffiths, Parson, Tilly VanDerHayden, 2007; McCardle Chhabra, 2004; Fuchs Fuchs, 2006) have established that the RTI model was associated with improved learning outcomes among many students in early reading and mathematics. However, other studies have criticized the RTI framework for a lack of empirical data to support its claims. Commentary and critiques Scholars have identified some core concerns with the RTI framework. One major concern is that the model assumes that the educational system can account for the needs of all learners. However, a critical review of the model shows that it does not account for gifted students (Reynolds Shaywitz, 2007). Therefore, it is imperative to introduce a component that accounts for the needs of gifted students. Other critics have commented that the RTI framework is an effective prevention tool that lacks empirical evidence. In addition, they note the framework may deny or delay interventions for learners with disabilities (Reynolds Shaywitz, 2007). Other critics have also questioned the implementation procedures of the model, and that the model’s supporters have ignored any forms of criticisms (Fuchs Deshler, 2007). At the same time, other s tudies have supported critics by noting that the RTI framework does not yield reliable respondents or non-respondents (Fuchs Fuchs, 2006). Consequently, they have claimed that RTI might not be an effective model for determining learning disabilities. Other comments Learners with disabilities require effective intervention models. Consequently, there are various models to serve different needs of such students. The RTI is a model that relies on data to determine learning difficulties and develop appropriate interventions. Given the positive outcomes of RTI with many learners, it is imperative for many instructors to understand how the model works. Instructors might seek for training or assistance of external consultants to implement the model successfully. Further studies are necessary to address some of the challenges identified in the implementation processes of the model. In addition, instructors must work with other stakeholders in education and acquire the required skills for t he model. It is important to recognize that the model can only be effective if all its components are implemented. Specifically, the components of data collection and problem solving are critical in the model, but they are highly demanding. Overall, the model has been effective as an intervention tool for enhancing learning among learners with various disabilities because it focuses on specific needs of individual learners. References Batsche, G. M., Kavale, K. A., and Kovaleski, J. F. (2006). Competing views: A dialogue on Response to Intervention. Assessment for Effective Instruction, 32(1), 6-19. Burns, M. K., Griffiths, A., Parson, L. B., Tilly, W. D., VanDerHayden, A. (2007). Response to intervention: Research for practice. Alexandria, VA: National Association of State Directors of Special Education. Dexter, D. D., and Hughes, C. (2009). Progress Monitoring Within a Response-to- Intervention Model. Web. Fuchs, D., Deshler, D. (2007). What we need to know about responsiveness to intervention (and shouldn’t be afraid to ask). Learning Disabilities Research Practice, 22, 129-136. Fuchs, D., Fuchs, L. (2006). Introduction to Response to Intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93-99. doi:10.1598/RRQ.41.1.4. Lohman, J. (2007). OLR Research Report: Response to Intervention plans. Web. McCardle, P., Chhabra, V. (2004). The voice of evidence in reading research. Baltimore: Brookes. Reynolds, C. R., Shaywitz, S. (2007). Response to intervention: Remediation, perhaps, diagnosis, no. Child Development Perspectives, 3, 44-47. Veldhuis, S. (n.d). Simply RTI: Response-to-Intervention – a framework for student success. Web. This research paper on Response to Intervention Model was written and submitted by user Happy Hogan to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Timeline of 15th Century Inventions

Timeline of 15th Century Inventions Most people know that Johannes Gutenberg invented movable type presses during the 15th century- in 1440 to be exact. That invention, which was possibly historys greatest, made the inexpensive printing of books possible. But, many other important inventions were introduced  during this century. Below are those that top the list. Early 1400s: Golf, Music, and Painting Tiger Woods,  Arnold Palmer,  and  Jack Nicklaus  would never have walked the links without the invention of the little white ball that they smacked incredible distances. Wolfgang Amadeus Mozart  could never have composed his classic concertos without a piano. And, imagine the  Renaissance  without oil painting. Yet, these world changing inventions were created in the early 1400s.   1400: Golf is thought to have originated in a game played in Scotland as early as 1400. The balls were made of wood and didnt travel very far, but at least they represented a start. Indeed, golf was so entrenched in Scotland by midcentury that in 1457,  King James II of Scotland  issued a ban  against playing the game.The earliest version of the piano, called a clavichord, came into existence this year, according to the website, Piano Play It. In 1420, the clavichord  gave way to the harpsichord and leter the spinet, which looks more like the pianos used today.1411: Technically called the matchlock, the trigger- the basic firing mechanism for a rifle or gun- first appeared this year.1410: Oil paint, itself, was actually invented in Asia sometime before the fifth century, but oil painting techniques- like those used by such great artists as  Leonardo da Vinci  and  Michelangelo- were introduced this year by  Jan van Eyck.1421: In Florence, Italy, hoisting gear was inve nted.1439/1440: Gutenberg invents the printing press. Midcentury: Printing Press, and Glasses You would not be reading this website if it were not for Gutenbergs invention of the printing press, upon which all modern typed material is based- including printed material on the web. And, many of you would not be able to read this page without glasses. The rifle also- sadly- advanced during this period. 1450: Nicholas of Cusa created spectacles of polished lenses for nearsighted people.1455: Gutenberg introduced the printing press with metal movable type, marking a turning point in world history.1465: In Germany, drypoint engravings came into existence.1475: Muzzle-loaded rifles were invented in Italy and Germany. Late 1400s: The Parachute, Flying Machines, and Whiskey Many of the ideas and devices common in modern times came into existence in this time period. Some, like the parachute or flying machines, were merely drawings inked on a page by Da Vinci. Others, such as the globe, helped humans navigate the world, and whiskey became a popular drink in the U.S. and worldwide. 1486: In Venice, the first known copyright was granted.1485: Da Vinci designed the first parachute.1487: Bell chimes were invented.1492: Da Vinci was the first to seriously theorize about flying machines.Martin Behaim invented the first map globe.1494: Whiskey was invented in Scotland. Resources and Further Reading â€Å"Early Piano History.† Edited by Ashwati Franklin, Piano Play It, 2017. Highfield, Roger. â€Å"Oil Painting Invented in Asia, Not Europe.† The Telegraph, Telegraph Media Group, 22 Apr. 2008. â€Å"The Matchlock.† The Encyclopedia of Weapons, 22 June 2011. â€Å"Oil Paint History.† Cyberlipid, Les Sites De GERLI.

The Anti-Semitic Dark Side of Martin Luther

The Anti-Semitic Dark Side of Martin Luther Without a doubt, Martin Luther is one of the most influential personas in European history. As a reformer, he played huge parts in creating the Protestant Christian Church. In translating the Bible from Latin into German, he created the foundations of the High German that is spoken in the country today. He singlehandedly made a mess out of Europe that resulted in the divide of Western Christendom leading to Luther being labeled The Great Divider. The aforementioned divide was followed by long and cruel struggles. Dukes and Kings soon had to choose whether they and their subjects would be Catholics or Protestants. These struggles finally led into the Thirty Years War. Many historians find, that Luther is to blame to some extent for a lot of pain and suffering. Martin Luthers Surprising Anti-Semitism From what we know about Martin Luther, we can tell, that he was very uncompromising and somewhat stubborn. The former monk had strong opinions on many issues and just as his views on scholarly matters, he felt urged to express them. He felt no remorse attacking his enemies and adversaries or those he deemed to belong to that category. What might come as a surprise to some, is that this category also included the followers of another major religion: the Jewish people.​​ A Hate Speech Book In 1543, Martin Luther wrote a short book called â€Å"On the Jews and their Lies†. It seems that Luther had hoped for the Jewish people to convert to Protestantism and as that didn’t happen, he was deeply disappointed. In the centuries after Luther’s death, it had no special place among his literary works or underwent particular treatment. It became quite popular in the Third Reich and was even used to justify the discrimination of Jewish people. Was Hitler a Fan? Adolf Hitler  was a declared fan of Luther and his views on the Jews. Extracts of the book were even quoted  in the propaganda movie â€Å"Jud Sà ¼ÃƒÅ¸Ã¢â‚¬  by Veit Harlan. After 1945, the book was not reprinted in Germany until 2016. The recently published edition, which was translated into modern German, proves that the reformer basically demanded the same fate for Jews that the Nazis did, with the exception of a systemic annihilation (maybe, because he could simply not fathom such a thing in the 16th  century). In earlier years, Martin Luther expressed different feelings for Jewish people, probably connected to his high hopes of them converting to Protestantism. Unsettling Views Unfortunately, the views in Luthers book reads like a manual for the National Socialist  German Workers Party  (Nazi Party). Excerpts from his works are  as follows: â€Å"(†¦) set fire to their synagogues or schools and to bury and cover with dirt whatever will not burn, so that no man will ever again see a stone or cinder of them.â€Å" But in his wrath, he not only turned against their synagogues. â€Å"I advise that their houses also be razed and destroyed. For they pursue in them the same aims as in their synagogues. Instead they might be lodged under a roof or in a barn, like the gypsies.â€Å" He propagated to take the Talmud from them and to forbid the rabbis to teach, and he wanted to prohibit Jews from traveling on the highways. â€Å"(†¦) and that all cash and treasure of silver and gold be taken from them and put aside for safekeeping.â€Å" Finally, Luther further wanted to force young Jews into manual labor.   Though â€Å"On the Jews and their Lies† is his most infamous work on Jewish people, Luther published two more texts on the matter. In the book â€Å"Vom Schem Hamphoras (Of the Unknowable Name and the Generations of Christ) he put the Jews on the same level as the devil. And in a sermon, released as â€Å"Warning Against the Jews† he stated that Jewish people should be expelled from German territories if they refused to convert to Christianity.

Financial Managment Coursework Example | Topics and Well Written Essays - 3000 words

Financial Managment - Coursework Example igh stock of debentures is usually considered unattractive to invest in for the reason that it has a higher risk especially in the times of financial volatility since only holders of debenture have priority over the company assets in such circumstances. Prudent financial management stipulates that, a business should not depend much on loan capital and debentures compared to equity capital unless it is only being employed for a very short period of time. However, these kinds of ascertaions are highly challenged by Modigliani and Miller (MM). In fact their basic hypotheses states that, in an efficient market, the nonexistence of bankruptcy costs, asymmetric information, taxes and agency costs, the business’s value is not affected by the manner in which that business is financed. According to MM, it doesn’t matter whether the capital of the firm is raised through selling debt or issuing stock. They further state that, the dividend policy of the firm also does not affect it s value. Actually, the argument of MM is straightforward; the cash flows that a corporation can make for all investors are all the same despite the capital gearing. According to them, changing the capital gearing does not in any way alter the firm’s general cash flows (Modigliani & Miller, 1958). b) Factors to consider when raising capital through preference and Debentures i. The Board Operation Although preference shares do not have much effect on the company’s management, debentures do have. This is based on the fact that, a business with external investors needs to be run in a manner that goes in line with the aspirations of debenture holders. With this in mind, it may be quite impossible to manage a company where the lifestyle of directors is the only central part behind the business... This paper approves that the company’s declared objective is to maximize shareholder wealth. In principle, a variety of dividend policies is consistent with this aim depending on factors such as the tax position of the clientele and whether dividend policy has been used to convey information to the market. Pavlon has followed a remarkably consistent dividend policy, adhering to a constant payout ratio. At the time of listing, it would presumably have stated its dividend policy in its prospectus and unless specified otherwise, shareholders would have been justified in expecting continuation of this policy. A switch in dividend policy so soon after listing is certain to offend at least some portion of its clientele. This essay makes a conclusion that The stand point of Director C is based on the argument that all shareholder amounts and returns on investments should always be ploughed back to create more wealth. Besides, his argument to maintain dividend is aimed at boosting more capital for the company and evade on paying taxes on some taxable dividends. For instance, the Director seem to have considered the rate of taxes on both capital gains which at times is not taxed and dividends which are usually taxed at the incomes marginal rate. However, with this process shareholders stand too loose more than if they were given the dividends. First, continuously retaining shares in the company without a close follow up on the performance of the company may create a scenario where the company managers will be having easy cash at their disposal to squander.