Weakness in Molieres Tartuffe :: Tartuffe Essays

Weakness in Tartuffe      Ã‚  Ã‚  Ã‚   The play "Tartuffe", by Moliere, is a work that was created to show people a flaw in their human nature. There are two characters who portray the main flaw presented in the play. Both Madame Pernelle and Orgon are blinded to the farces of Tartuffe and must be coaxed into believing the truth. The fact that Orgon and Madame Pernelle are too weak to see the truth is an important theme of the play. The most obvious weakness shared between Orgon and Madame Pernelle is gullibility. The trait of gullibility can be seen as a family trait as suggested in an essay on "Tartuffe" : "His mother shares his capacity for self-delusion even after Tartuffe has been found out ("We cannot always judge by what we see")" (Weals). Orgon believes because Tartuffe claims to be a man of God he should put everything he has into Tartuffe's hands. He proves how much he believes this after Damis tells him that Tartuffe was flirting with Elmire. From this accusation Orgon replies to Damis: "I disinherit you; an empty purse / Is all you'll get from me - except my curse!" (III, vii , 68). Madame Pernelle shows the family trait that she shares with her son when she states: "He's a fine man, and should be listened to."(I, i ,44), while speaking of Tartuffe. Although they share this trait throughout the play, Orgon's eyes are finally opened at the end of the play while his mother is still held by the farce of Tartuffe. Although Tartuffe is portrayed as the main character of the play, Orgon is the character who should really be paid attention to the most. As suggested in an essay on "Tartuffe" audiences who concentrate on the character who titles the work may miss the author's point: "...vitriol and spleen vented on one man suggests that Moliere's satire of Orgon, nevermind Tartuffe, was steeped in truth." (Smaje). Orgon is the character who represents the weakness in human nature. This weakness is shown throughout the play. Orgon is so willing to entrust everything he has into the care of Tartuffe. He places Tartuffe above the well being of his family. When he returns from his trip and asks Cleante how the household was while he was gone, Cleante tells him that his wife had been very sick. Orgon's odd response is, "Ah. Weakness in Moliere's Tartuffe :: Tartuffe Essays Weakness in Tartuffe      Ã‚  Ã‚  Ã‚   The play "Tartuffe", by Moliere, is a work that was created to show people a flaw in their human nature. There are two characters who portray the main flaw presented in the play. Both Madame Pernelle and Orgon are blinded to the farces of Tartuffe and must be coaxed into believing the truth. The fact that Orgon and Madame Pernelle are too weak to see the truth is an important theme of the play. The most obvious weakness shared between Orgon and Madame Pernelle is gullibility. The trait of gullibility can be seen as a family trait as suggested in an essay on "Tartuffe" : "His mother shares his capacity for self-delusion even after Tartuffe has been found out ("We cannot always judge by what we see")" (Weals). Orgon believes because Tartuffe claims to be a man of God he should put everything he has into Tartuffe's hands. He proves how much he believes this after Damis tells him that Tartuffe was flirting with Elmire. From this accusation Orgon replies to Damis: "I disinherit you; an empty purse / Is all you'll get from me - except my curse!" (III, vii , 68). Madame Pernelle shows the family trait that she shares with her son when she states: "He's a fine man, and should be listened to."(I, i ,44), while speaking of Tartuffe. Although they share this trait throughout the play, Orgon's eyes are finally opened at the end of the play while his mother is still held by the farce of Tartuffe. Although Tartuffe is portrayed as the main character of the play, Orgon is the character who should really be paid attention to the most. As suggested in an essay on "Tartuffe" audiences who concentrate on the character who titles the work may miss the author's point: "...vitriol and spleen vented on one man suggests that Moliere's satire of Orgon, nevermind Tartuffe, was steeped in truth." (Smaje). Orgon is the character who represents the weakness in human nature. This weakness is shown throughout the play. Orgon is so willing to entrust everything he has into the care of Tartuffe. He places Tartuffe above the well being of his family. When he returns from his trip and asks Cleante how the household was while he was gone, Cleante tells him that his wife had been very sick. Orgon's odd response is, "Ah.

Case study of Boeing Dreamliner Essay

Critical Facts: Boeing is the world’s largest manufacturer of military and commercial aircraft, which was founded in 1916 by William Boeing and Navy Engineer Conrad Westervelt in the name of Pacific Aero Products Company in Seattle, which after active participation in World war-I was renamed to Boeing Airplane Company (Frederick, 2014). Boeing produced several hundreds of B-17 Flying fortress during World War II which became the U.S Bomber. In 1950’s Boeing faced a tough competition from its opponent McDonnell-Douglas which was good at manufacturing propeller aircraft. Due to the increased reputation of its competitor, Boeing entered into the field of manufacturing commercial Jet-aircrafts in a full-scale (Frederick, 2014). Boeing, after its full-scale entry into commercial aircrafts modelled aircrafts such as 707, 727,737,747,767. The letters of the series from 707 to 777 begins with seven in terms of publicity aspect. Among these aircrafts 747 is the jumbo-jet and 777 is an aircraft designed by completely relying on computer technology. For each and every aircraft it had released in the commercial market, it opted for model rejuvenation (Frederick, 2014). Boeing with an intention of creating additional value to its customers and their passengers by developing an innovative aircraft launched the program of 787 Dreamliner in 2003. Boeing’s value creation strategy for the passengers was to reduce the time of journey and make their travel experience better by re-designing the aircraft and offering new comforts. Dreamliner 787 is designed with some advanced features like it is made of 50% of composite material, light weight, nonstop flights between any pair of cities without any hauls in travel (Zimmerman & S.Tang, 2009). Boeing Dreamliner with the 50% use of composite material benefitted in two distinct ways of Fuel Efficiency and Easy maintenance due to which it is free from rust for several years. Fuselage and wing mostly comprises of composite material rather than the traditional material (Aluminum). Manufacturing of Dreamliner 787 involved a new supply chain process of outsourcing major extent of the components and assembling all these components by Boeing at their assembling hall. These made several Tier1 suppliers to get involved in these project such as Spirit, Kawasaki, Alena and Vought (Boeing  Corporation, 2014). Because of complexity in supply chain system and lack of Information system collaborating all the suppliers involved in the project of Dreamliner 787, made Boeing to undergo some hassles which resulted in delay of first flight for a period of 27 months and its delivery to the customer for a time of 40 months. This overrun resulted in huge investments of $11 billion more than the planned investment on the Dreamliner 787 Project (Zhao, 2012). Analysis: Boeing as to increase the Performance of 787 Dreamliner, introduced a complex supply chain process, which integrates the best aerospace companies all around the globe to design the critical components of 787. Also it had changed its manufacturing model from a vertical model to a global partner model. With the implementation of these new strategies Boeing want to reduce its cost and time in development, as a result of rising its market share than that of its competitors. Boeing after moving to the new global partner model faced several problems. As the supply chain process is spread all over the world Boeing got into trouble of coordinating with its partners. The big risk in this model was Boeing had to ensure that all the partners involved in 787 manufacturing are visible to the information provided and also it should have access of the information about its vendors in order to ensure that they are capable of delivering on-time (Danning, 2013). Boeing as a part of new supply chain process it spread its components manufacturing all over the world. So as to get coordinated with its vendors and in the process of obtaining information from them it introduced a new communication web-based tool developed Exostar supply chain management solution. Because of this tool, Boeing wanted to collaborate its partners planning schedules and progress in work so as to ensure that no delay in manufacturing. But Exostar which opted by Boeing posed problems during its runtime. Also as a part of cultural difference and due to lack of trust on other suppliers some of the vendors involved in 787 design did not input accurate and timely information. As a result of this inaccurate information Boeing had not discovered the problems at the early stages and in a timely fashion (Zhao, 2012). Boeing during 2003 lost its share value to Airbus which is a strong opponent to it (Boeing Corporation, 2014). In order to regain its value in the market Boeing decided to design an aircraft by enhancing its customers.  So in the process of designing a new aircraft Boeing decided to use composite carbon fiber instead of regular aluminum to an large extent which had not been implemented in the past. Because of this composite fibers Boeing estimated to decrease the cost of travel for its passengers and to increase fuel efficiency. But this step backfired in getting air bubbles on the skin of fuselage and nose during assembling of aircraft which resulted in delay of 787 Dreamliner (Pearlson & Saunders, 2013) Boeing in the process of reduction in time and cost it opted a supply chain process in which it adopted from Toyota. Toyota manufactures its products with short development life cycle with minimal risk and cost. Boeing in the same perception of minimal risk and cost opted this process. But this resulted Boeing into deep risks by lack of accurate information and improper delivery by its ven dors (Pearlson & Saunders, 2013). The 787 Dreamliner involved lot of technical and non-technical innovations which had not been implemented in any of aircraft manufacturing such as 70% of composite material replacing aluminum, Lithium ion batteries, new systems of electrical is a huge task to achieve. While dealing with such complex and huge innovations one should involve in maximum extent of the project but whereas Boeing opted for minimal involvement by relying on its Tier1 suppliers. This resulted of increase in costs and timeline of aircraft delivery (Danning, 2013). As a part of establishing its market share with no longer duration it implemented global manufacturing model which involved maximum extent of outsourcing its components design which left Boeing just with assembling the aircraft. This resulted workers at Boeing in fear of their jobs in trouble lead to strike for 3 months. Because of this strike it lost lots of money due to no production of work (Michael, 2012). Conclusion: The aforementioned problems are some of the main reasons of Boeing Dreamliner 787 is not delivered on time. While starting a new project with such huge innovations and risks every firm would be cautious by following certain steps that helps the project to run in a smooth phase without any complications in which Boeing failed to do so. Recommendations: While adopting a certain process from other organizations or firms it is better to know the principles and rules that are involved and need to examine the process implementation. I would recommend if Boeing would have  followed the same implementation process as of Toyota with pre-defined steps it would have saved billions of dollars which would have lead Boeing into top aerospace industry While implementing a new supply chain process it is always better to have face to face coordination rather than coordinating through computers or on relying through some technology. I would recommend although information entered through computer will be for future purpose but as the process is globally spread out it would have been better if Boeing have send its employees, engineers and skilled workers to have spy on its suppliers or vendors. For any industry that is going to develop new product with innovative material instead of traditional material it is the responsible of that industry to perform research and experiments so as to get some analysis of the innovative material and to be cautious of the problems that arise in the future. If Boeing would have done the analysis on using composites in major part of aircraft production then no delays due to rise of air bubbles on fuselage section and on nose section. I would have recommend to hire high skilled workers who are having experience in aircraft industries and dispatch them to vendor location for the guidance of vendors to follow certain rules and regulations or the standards followed Boeing. As the project involved more amounts of risk factor I would suggest Boeing would have been involved in every phase of project completion, so as to get correct updates and to speed up the work than deadline estimated, which would have resulted in rise of fame and reputation of Boeing for producing aircraft at very cheap cost than estimated. References: Anupindi, R. (2011, 10 10). Case study:Boeing’s Dreamliner. Boeing Corporation. (2014). Boeing. Retrieved from Boeing 787 Dreamliner: http://www.boeing.com/boeing/commercial/787family/background.page? Danning, S. (2013, 1 28). What Went Wrong At Boeing? Frederick, P. (2014). VIEW AMERICA WHAT TO SEE. In P. Frederick. view america. Michael, A. J. (2012, 10 25). Boeing :787 case analysis. p. 15. Pearlson, K. E., & Saunders, C. S. (2013). Managing and Using Information Systems. John Wiley & sons. Zhao, Y. (2012). Why 787 Slips Were Inevitable. p. 16. Zimmerman, & S.Tang, C. (2009). Managing New Product development and supply chain risks. Supply chain forum, 14.

School Counselors and Child Abuse

The objective of this research paper is to determine how well school counselors, who are human service providers and mandated reporters of child abuse, know how to detect abuse and whether or not this skill has an effect on them actually making a report. As mandated reporters, school counselors are not prepared to detect signs of child abuse and their lack of preparedness is a directly correlated with their low levels of reporting.Unfortunately, it is a cold fact that child abuse exists all over the world, but fortunately educators and individuals in human services are beginning to open the eyes of many individuals about the power they have in prevention, intervening and changing the lives of those affected by the horrid effect of child abuse. A group of individuals that can have a superb effect in empowering those affected by abuse are school counselors. Because of their interactions with children and their families, they can be influential in recognizing and reporting child abuse. With the right training and tools they can make a world of difference.There is very little research on school counselors and their abilities in recognizing and reporting child abuse. The research that does exist shows a need in extensive training in recognition child abuse and what to do thereafter. School counselors reported knowledge that they are mandated by law to report suspicion of child abuse, but lacked confidence in their ability to detect and report child abuse. Training is necessary in undergraduate/graduate schooling and as a professional in order for a school counselor to be fully effective as a mandated reporters.According to the National Child Abuse and Neglect Data System, (NCANDS), which collects and analysis data from child protective services, 3. 3 million child abuse reports were made in 2009 of which three fifths of the reports were made by Running Head: SCHOOL COUNSELORS AND CHILD ABUSE 3 mandated reports such as doctors, teachers, daycare providers, counselor, etc. who because of the nature of their job have contact with these children. 3. 3 million reports were made in United States in the year 2009 and it is unfortunate to say that perhaps millions more abuses occurred but went on unreported.To report or not to report, that is the question that many individuals ask themselves when in a possession were they might hold vital information. There are times when individuals who have vital information right in front of them but see right thought it because of the lack of knowledge and experience. An often happy and extrovert child might begin to show sudden signs of melancholy and introversion due to being sexually abused by a family member, but a professional who works with the child on a day to day basis, for example, a teacher or a school counselor may not be able to detect these changes in character and as a result make no reports.The duration of time that children interact with school officials and administrators often times equal and ev en exceed the amount of time that they spend with family members. At times children and certain school officials form bonds that are fused together by trust and respect and due to the trust that has been formed, often times these officials gain insight about these children’s lives. One school official that needs to build rapport with a child in order to best service that child, is a school counselor.Since rapport is usually built between child and counselor, one would assume that the counselor would be able to detect child abuse right away, but it is evident through my readings that school councilors are in desperate need of guidance themselves. Though they are there to guide others, school counselors lack the confidence and knowledge when it comes to detecting and reporting child abuse cases; weather it be neglect, emotional abuse, sexual abuse or physical abuse physical Running Head: SCHOOL COUNSELORS AND CHILD ABUSE 4 abuse. According to Bryant (2009), 86. % of the 193 par ticipants in his study reported that they gained knowledge about child abuse reporting through experience at work and not necessarily through training. Goldman and Padayachi (2005) study looked at school counselors and their reporting behavior and whether or not they needed any further training. Just as Bryant (2009) study concluded that further education and training was necessary, Goldman and Padayachi (2005) study also reported that 95% of the participants in the study suggested that they needed more training in how to handle and deal with children and sexual abuse.The latter researchers did their study in Australia, where child abuse laws differ from one state to another. For example in New South Wales, it is mandatory by law for school officials to report any suspicion of child abuse. It was not always the case in New South Wales though because reports by school personnel of child abuse greatly increased from 11. 4% to 24% once the new law took into action. In Queensland were t he research study was conducted, school personnel were not mandated by law to report suspicion of child abuse.According to Goldman and Padayachi (2005) school personnel in New South Wales were being trained more intensively about neglect and child abuse because of the mandatory reporting laws. So, could it be possible that school personnel are not trained as intensively and excessively because there is no law indicating that suspicion of child abuse be reported? Would it be fair to say that people are reporting because it is mandated by law? Or are people reporting more because they have more training in dealing with child abuse? Is it an issue of law, ethics or knowledge?In order to determine whether or not school counselors consider certain situations as abuse or not, Goldman and Padayachi (2005) created four hypothetical Running Head: SCHOOL COUNSELORS AND CHILD ABUSE 5 situations where a child is interacting with a counselor and in all four situations the degree of detail the ch ild reveals is different, for example, in one situation a child â€Å"draws a picture of a man and makes vague statements about a bad man, but does not make any specific statements about being sexually abused† (Goodman and Padayachi, 2005), and in another situation, a girl tells her school counselor and her grandmother that she is being sexually abused. School personnel are suppose to rate the degree of suspicion from â€Å"substantial† to â€Å"no reason.According to the results, the degree of suspicion was from substantial to moderate, which indicates that the 122 participants were well aware of what signs to look for in sexual abuse. Majority of participants were able to detect child abuse, but were unlikely to report their suspicions when asked if they would report it if the child denied of being sexually abused. This can indicates that suspecting and reporting do not necessarily go hand in hand, especially in a state were reporting is not mandated by law. Accordi ng to Bryant (2009), the number one reason the participants in his study indicated that they would report suspicion of child abuse was because of law; which goes back to, are people reporting because of law, knowledge, ethics?It seems to me, to be more in favor of the law; but either way, if children’s lives are being saved; would it matter if it’s because of law or ethics? Probably the answer would be no, until people’s perceptions are changed. Being able to recognize signs of abuse in a hypothetical situation can vary greatly with the degree of confidence that a person has of his or her skills in recognizing signs of abuse. In Bryans (2009) study, participants were confident in their ability to recognize signs of physical abuse but were not as certain in their abilities to recognize emotional abuse; perhaps because physical abuse if much more Running Head: SCHOOL COUNSELORS AND CHILD ABUSE 6 observable, which indicates that much more training is needed in reco gnizing the more discrete signs of abuse.In Goodman and Padayachi (2005) study, the participants were asked about their confidence level of their knowledge of sexual abuse, and only â€Å"less than 10 per cent of the school counselors in Queensland were completely confident in their knowledge of symptoms to identify sexual abuse, while a considerable portion of them, 47 per cent, had little confidence, and 37 per cent had no confidence† (Goodman and Padayachi, 2005). The literature that was used in this research project proves that school counselors are not prepared to identify signs of child abuse; especially emotional abuse because signs of emotional abuse are a lot more discrete than physical abuse.Some research shows that school counselors are able to detect signs of child abuse but are less likely to report child abuse if a child denies being abused. In order to facilitate better understanding of child abuse in terms of detecting signs of abuse whether it is emotional or physical, colleges need to better prepare students before they start working as school counselors. School districts also need to have mandated training for incoming and ongoing school counselors. In order to help school counselor with becoming more assertive reporters of child abuse, school districts need to have mandatory training and colleges need to have courses that prepare students in how to report and the importance of reporting child abuse.

Below is Not an Attributive Adjective

Below is Not an Attributive Adjective Below is Not an Attributive Adjective Below is Not an Attributive Adjective By Maeve Maddox The word below is used as a preposition and as an adverb, but never as an attributive adjective. At least, that is what I believed until I received this email from a reader: Have you written about the current use (or, rather, misuse) of below? People are saying, â€Å"Please read the below information and send your reservation,† etc. Sure enough, a quick Web cruise provides numerous (international) examples of the phrases â€Å"below information† and â€Å"below form† from sites run by universities, health services, local governments, and newspapers: To facilitate the application process, please read the below information  completely. After reading the below information, please apply.- Virginia Tech graduate school. Please read the below information carefully before using the old Vocals Syllabus in your exam.- Rock School (UK). For data classifications and handling please read the below information provided by Purdue University.- Purdue University. If you already participate in CAQH: Please complete the below form and submit it (or any questions) using the contact information below.- Molina Healthcare. Please read the below information to help with the application process.- City of Buffalo, New York. Please read the below information to see which option suits you.- The Sydney Morning Herald (Australia). In each of these examples, the word below should follow the nouns and not stand in front of them. The OED defines this use of below as follows: below adverb: Lower on a written sheet or page; hence, later in a book or writing; at the foot of the page. When an object is present, below is a preposition: Read the information below the dotted line. (The object is â€Å"the dotted line.†) When no object is present, below is an adverb: He was asked to sign his name on the line, but he wrote it below. In a construction like â€Å"Read the information below,† the word modified by the adverb is not stated. O’Conner and Kellerman  at Grammarphobia offer this suggestion: It might sometimes help to imagine an unstated word like â€Å"located† or â€Å"positioned† in there somewhere: â€Å"the offices on the floor [located] below.† Merriam-Webster muddies the waters in the entry for below as an adverb by placing the word adjective in parenthesis beside the word adverb: be ·low adverb (or adjective). Paul Brians (Common Errors in English Usage) regards the below + noun usage as an oddity: When calling your readers’ attention to an illustration or table further on in a text, the proper word order is not â€Å"the below table† but â€Å"the table below.† Although it is common to see above placed before a noun in this way, doing it with below sounds very strange to most speakers of standard English. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Spelling Test 1"Replacement for" and "replacement of"Writing a Thank You Note

Hr Management Essay Example

Hr Management Essay Example Hr Management Essay Hr Management Essay CASE ANALYSIS Case:Dependable Cleaners Time Frame:6 Months – 1 year Statement of the Problem: 1. What are the major HR problems that Marie Luna is facing in this company? 2. What performance management system should Marie adopt for her company? Describe how this system will work. 3. Prepare a performance evaluation form that form that she can use for her service employees. Areas of Consideration: ?The company now has a staff of 420 employees located in different areas ? There are two shifts for the service employees and supervisors, 8:00 am – 4:00 pm and 4:00 pm – 12:00 midnight. Both shifts have their similar task given. ?Mr. Luna pays men more than women since he believes that they have families to support, that women have their spouses who contribute to the family income. ?Workers seem to spend a lot of time socializing and smoking outside the building ? If Mr. Luna believes that an employee has done extraordinary job, he would give this employee a cash bonus at the end of the year. Employees still do not really understand how their performance is measured, what constitutes good performance and how the bonus is decided. Alternative Courses of Action: 1. Marie needs to provide an equal distribution of salaries based on the task given to them and the number of hours the employees rendered in a service. For example, a laundry service employees whether they are male or female, single or married, have the right to received a justified pa yment based on the service and time they provide into their company. . Marie needs to provide a business rules and regulations that could strictly be implemented to control the performance of the employees. 3. Marie must provide a fair and balanced assessment of an employee’s performance annually, semi-annually, quarterly, depending on her preferences 4. Analyze the satisfaction levels and the self-perception of productivity of employees from their business. Increase in satisfaction can lead to increase in productivity. 5. Marie must learn to communicate organizational goals and objectives, reinforce individual accountability for meeting those goals, track individual and organizational performance results. It involves of planning, coaching and reviews. Recommendation:Marie must provide fair and balanced assessment of employee’s performance and business policies. She must provide business mission, vision, goals and objectives for the succession of their business. She also needs to analyze employees satisfaction, for an increase of satisfaction may lead to increase in productivity. Conclusion: As an HR manager like Marie, she has responsibility for all of the functions that deals with the needs and activities of the organizations people including employee’s development, employee relations, performance management, coaching, policy recommendation, salary and benefits etc. The effective Human Resources management is about the clear definition of the goal of the department, the good knowledge about the HR Roles and Responsibilities in the organization and designing the right mix of HR Jobs as the duties can be fulfilled. PLAN OF ACTION Areas of ConcernObjectivesStrategiesActivitiesPeople InvolveTime FrameBudgetIndicator 1. HR Dept / EmployeesEmployees productivityPerformance rating Performance evaluationManagement Hr Employees SupervisorQuarterlyP30,000100%Supervisors, Managers, HR 2. PoliciesManage and control resources such as people, equipments etc. Implementing Rules and Regulations in all areasProvide necessary rules and regulationHR Management Employees StaffMonthly adjustments if necessaryP10,000100% HR/ Heads 3. StaffEmployee’s Satisfaction for quota achievements made. Service rated by customers and monthly income of a specific business branchBranch Quota provided for service rendered by the group employed for such branchService employees including supervisor, laundry service employees, seamstresses Etc. MonthlyP2,000/Staff100% Area Heads/ HR 4. PayrollTo provide proper distribution of payrollSalary based on minimum wages/ tasks Provide excellentHeads, Accountant HR, All employeesMonthly adjustments if necessaryP10,000100% of accountant

Homeschooling in New York State

Homeschooling in New York State In New York, you will find homeschoolers from all backgrounds and philosophies. Homeschooling may not be as popular as in some other parts of the country perhaps because of the large number of select private schools and well-funded public school systems. Homeschoolers themselves run the gamut from the deeply religious to those who choose to teach their own children in order to take advantage of all the learning resources the state has to offer. According to the New York State Education Department (NYSED), the 2012-2013 numbers for homeschooled children in the state between the ages of 6 and 16 outside New York City (which keeps its own records) totaled more than 18,000. An article in New York Magazine put the number of New York City homeschoolers for roughly the same period at nearly 3,000. New York State Homeschooling Regulations In most of New York, parents of students who are subject to compulsory attendance regulations, between the ages of 6 and 16 must file homeschooling paperwork with their local school districts. (In New York City, Brockport and Buffalo its 6 to 17.) The requirements can be found in the state Education Department Regulation 100.10. The regs specify what paperwork you must provide to your local school district, and what the school district can and cant do in terms of overseeing homeschoolers. They can be a useful tool when disputes between the district and the parent arise. Quoting the regulations to the district is the quickest way to resolve most problems. Only loose guidelines are given as to what material should be covered math, language arts, social studies including U.S. and New York State history and government, science, and so on. Within those topics, parents have a lot of leeway to cover what they wish. Getting Started in New York Its not hard to get started homeschooling in New York State. If your children are in school, you can pull them out at any time. You have 14 days from the time you start homeschooling to begin the paperwork process (see below). And you do not have to get permission from the school to start homeschooling. In fact, once you begin to homeschool, you will be dealing with the district and not the individual school. The districts job is to confirm that you are providing educational experiences for your children, within the general guidelines set out in the regulations. They do not judge the content of your teaching material or your teaching techniques. This gives parents a lot of freedom in deciding how best to educate their children. Filing Homeschool Paperwork in New York (Note: For a definition of any terms used, see the Homeschooling Glossary.) Heres the timetable for the back-and-forth exchange of paperwork between homeschoolers and their school district, according to New York State regulations. The school year runs from July 1 to June 30, and every year the process starts over. For homeschoolers who start midyear, the school year still ends on June 30. 1. Letter of Intent: At the start of the school year (July 1), or within 14 days of starting to homeschool, parents submit a Letter of Intent to their local school district superintendent. The letter can simply read: This is to inform you that I will be homeschooling my child [Name] for the coming school year. 2. Response from the District: Once the district receives your Letter of Intent, they have 10 business days to respond with a copy of the homeschooling regulations and a form on which to submit an Individualized Home Instruction Plan (IHIP). Parents are allowed, however, to create their own forms, and most do. 3. Individualized Home Instruction Plan (IHIP): Parents then have four weeks (or by August 15 of that school year, whichever is later) from the time they receive the materials from the district to submit an IHIP. The IHIP can be as simple as a one-page list of resources that may be used throughout the year. Any changes that come up as the year progresses can be noted on the quarterly reports. Many parents include a disclaimer like the one I used with my children: Texts and workbooks listed in all subject areas will be supplemented by books and materials from home, the library, the Internet and other sources, together with field trips, classes, programs, and community events as they arise. More details will appear in the quarterly reports. Note that the district does not judge your teaching materials or plan. They simply acknowledge that you have a plan in place, which in most districts can be as loose as you like. 4. Quarterly Reports: Parents set their own school year, and specify on the IHIP what dates they will submit quarterly reports. The quarterlies can simply be a one-page summary listing what was covered in each subject. You are not required to give students a grade. A line stating that the student was learning the minimum number of hours required for that quarter takes care of attendance. (For grades 1 through 6, its 900 hours per year and 990 hours per year after that.) 5. Year-End Evaluation: Narrative evaluations one-line statements that the student has made adequate academic progress according to the requirements of Regulation 100.10 are all that is needed until fifth grade, and can continue every other year through eighth grade. The list of acceptable standardized tests (including the supplemental list) includes many like the PASS test which can be given by the parents at home. Parents are not required to submit the test score itself, just a report that the score was in the 33rd percentile or above, or showed a years growth over the previous years test. Students can also take tests at the school. Since parents are not required to submit paperwork once the child reaches age 16 or 17, its possible for those wishing to minimize standardized tests to only have to administer them in fifth, seventh and ninth grade. The most common disputes with districts occur with those few who refuse to allow the parent to write their own narrative assessment statement or administer the standardized test. They can usually be resolved by finding a homeschooling parent with a valid teaching license to provide one or the other. High School and College Students who homeschool through the end of high school do not receive a diploma, but they have other options to show they completed the equivalent of a high school education. This is particularly important for students who want to go on to earn college degrees In New York State since showing some form of high school completion is required to receive a college degree (although not for college admission). This includes both public and private colleges. One common course is to request a letter from the local district superintendent stating the student received the substantial equivalent of a high school education. While districts are not required to supply the letter, most do. Districts usually ask that you continue submitting paperwork through 12th grade to use this option. Some homeschoolers in New York earn a high school equivalency diploma by taking a two-day standardized test (formerly the GED, now the TASC). That diploma is considered the same as a high school diploma for most types of employment as well. Others complete a 24-credit program at a local  community college, while still in high school, or afterward, that grants them the equivalent of a high school diploma. But no matter how they show high school completion, both public and private colleges in New York are welcoming to homeschool students, who are generally well-prepared as they go on into adult life. Helpful Links New York State Education Department Codes, Rules, and Regulations include information on homeschooling, compulsory attendance, student employment, and other issues.NYHEN (New York State Home Education Network) is a free online support group open to all homeschoolers. It includes a website with easily-accessible information on state regulations and several email lists where parents can ask questions and get advice from experienced homeschoolers (including, occasionally, me!).LEAH (Loving Education at Home) is a statewide Christian-only membership organization with local chapters throughout the state. It presents two homeschool conferences every year. Participants are usually asked to sign a Statement of Faith before participating in LEAH activities.PAHSI (Partnership for Accurate Homeschooling Information) is a New York City-based group offering information on homeschooling in the city and state.

Response Essay Example | Topics and Well Written Essays - 250 words - 17

Response - Essay Example When establishing a character, it typically takes more than recurrence (Garver, 1994). Character matters mostly when individuals think on the people who are in the public eye. For actor Charlie Sheen, in spite of film credits including Young Guns and Platoon, he got a hard-drinking ethos after the uncertain behavior of the character he acted on Two and a Half Men came over to his real life catastrophically. On the other hand, even though Tim Tebow has been the Heisman Trophy winner for the NCAA football championship twice, his ethos and fame owe more or less as much too undisputable displays of his Christianity belief. This belief is seen when he performs a kneeling gesture on the field referred to as Tebowing. As it is seen, endorsements are brought by fame. Despite this, he is on Jockey’s underwear and Nike’s payroll that clothed him fully in his advertisements. In conclusion, ethos are seen to be creating quick and at other times desirable connections between arguments and audience. We mostly see different individuals and groups defending and making claims and certainly ask ourselves if we should pay attention to these individuals or groups and if we can put our trust in them (Garver,