stock market crash :: essays research papers

Sexual discrimination has been around for many years and is present in many circumstances, however, that does not justify the unethical and immoral views against lesbians or gays There is info in the play â€Å"the children’s hour† that proves lesbianism was looked down upon for the wrong reasons. a.  Ã‚  Ã‚  Ã‚  Ã‚  They lost their jobs – all of the parent’s of the children attending the school checked their kids out. b.  Ã‚  Ã‚  Ã‚  Ã‚  People would stare at them – Even Martha went to check the mail people driving by would stare. c.  Ã‚  Ã‚  Ã‚  Ã‚  Loved ones left them – Karen’s future husband left her d.  Ã‚  Ã‚  Ã‚  Ã‚  Lost any reason to live because no one loved them – they only had each other as friends. e.  Ã‚  Ã‚  Ã‚  Ã‚  e. All of this shows the immorality people have towards someone’s sexual background and this needs to be stopped f.  Ã‚  Ã‚  Ã‚  Ã‚  II. There are also obvious examples of how society today is filled with unfair judgment towards lesbians and gays today. g.  Ã‚  Ã‚  Ã‚  Ã‚  While people in the novel lose their jobs, people lose their jobs today as well because of their sexuality. h.  Ã‚  Ã‚  Ã‚  Ã‚  People still stare at these people and often mock them i.  Ã‚  Ã‚  Ã‚  Ã‚  This shows immorality and intolerance towards lesbians and needs to be stopped before the problem gets worse. j.  Ã‚  Ã‚  Ã‚  Ã‚  Call to action: Because of the evidence I have provided, it is very clear that something should be done. k.  Ã‚  Ã‚  Ã‚  Ã‚  A. I feel that a very logical solution would be to have unions create stronger enforcement against discrimination towards people concerning their sexual background by not allowing this personal information given out to their employers. If this is done, then less people will lose their jobs because of an issue they cannot control. l.  Ã‚  Ã‚  Ã‚  Ã‚  B. Another logical solution would be to look at ourselves and see if we are hurting any of these people either directly or indirectly.

National Honor Society

Chapter 33: The Cold War and Decolonization, 1945-1975 1. Introduction a. The end of the 2nd world war exposed a world of mutual antagonism rather than one of mutual cooperation b. The business of nation building c. Cold War technology and environmental impact 2. The Cold War a. The United Nations i. The formation of the United Nations and its basic structure ii. Beliefs and efficacy of the United Nations iii. Early resolutions carried great weight, but later the Western powers came to disregard many of the issues raised by the General Assembly b.Capitalism and Communism i. New monetary systems were developed in the West and the Soviet Union ii. Recovery from the second World War in the East iii. Europeans launched a program of cooperation iv. The Soviet approach c. West versus East in Europe and Korea i. The spread of communism and Western reaction ii. NATO and Soviet competition over Europe iii. NATO and Soviet competition over Korea d. U. S. defeat in Vietnam i. Eisenhower said no to war in Vietnam, but Kennedy said yes ii. Johnson continued the war ii. U. S. got out in 1973 and U. S. attitudes toward the war e. The race for nuclear supremacy i. Atomic weapons ushered in a new era of warfare and diplomacy ii. The Cuban Missile Crisis iii. More efficient bombs and delivery systems iv. Arms limitations v. Things calmed down in Europe vi. The space race vii. Restraint 3. Decolonization and Nation Building a. New nations in South and Southeast Asia i. India, Pakistan, and Bangladesh ii. The Japanese role in South Asia and Southeast Asia iii. Sukarno iv. Myanmar, Singapore and the Philippines . Vietnam b. The struggle for independence in Africa i. Algeria ii. Institutions and factors that made good colonies poor independent countries iii. Kwame Nkrumah iv. Jomo Kenyatta v. French Africa and de Gaulle’s promises vi. The heart versus reason vii. The Southern Temperate Zone viii. South Africa c. The quest for economic freedom in Latin America i. U. S. and Eur ope dominated Latin America economies ii. Mexico and Guatemala iii. U. S. domination in Cuba iv. 1959 popular rebellion v. The Castro government d. Challenges of Nation Building i.New nations join the United Nations ii. How to organize government? iii. How to educate the populous? 4. Beyond a bipolar world a. The Third World i. Definition of the terms ‘non-aligned’ and ‘third world’ ii. Many of these countries wanted money from the superpowers iii. A balancing act b. Japan and China i. Japan made amends for the war and rebuilt their industries ii. China very involved in Cold War politics iii. The Great Leap Forward and the Cultural Revolution iv. Normalizing United States-China relations c. The Middle East . Arab politics in the 1950s ii. British policy on Palestine iii. The United Nations partitions Palestine into two states iv. Conflict and refugees v. The Palestine Liberation Organization (PLO) vi. Organization of Petroleum Exporting Countries (OPEC) and more conflict d. The emergence of environmental concerns i. The beginnings of environmental awareness ii. High gas prices increased awareness of the scarcity of natural resources 5. Conclusion a. The ‘postwar’ era b. U. S. and U. S. S. R. c. The end of the postwar era National Honor Society Chapter 33: The Cold War and Decolonization, 1945-1975 1. Introduction a. The end of the 2nd world war exposed a world of mutual antagonism rather than one of mutual cooperation b. The business of nation building c. Cold War technology and environmental impact 2. The Cold War a. The United Nations i. The formation of the United Nations and its basic structure ii. Beliefs and efficacy of the United Nations iii. Early resolutions carried great weight, but later the Western powers came to disregard many of the issues raised by the General Assembly b.Capitalism and Communism i. New monetary systems were developed in the West and the Soviet Union ii. Recovery from the second World War in the East iii. Europeans launched a program of cooperation iv. The Soviet approach c. West versus East in Europe and Korea i. The spread of communism and Western reaction ii. NATO and Soviet competition over Europe iii. NATO and Soviet competition over Korea d. U. S. defeat in Vietnam i. Eisenhower said no to war in Vietnam, but Kennedy said yes ii. Johnson continued the war ii. U. S. got out in 1973 and U. S. attitudes toward the war e. The race for nuclear supremacy i. Atomic weapons ushered in a new era of warfare and diplomacy ii. The Cuban Missile Crisis iii. More efficient bombs and delivery systems iv. Arms limitations v. Things calmed down in Europe vi. The space race vii. Restraint 3. Decolonization and Nation Building a. New nations in South and Southeast Asia i. India, Pakistan, and Bangladesh ii. The Japanese role in South Asia and Southeast Asia iii. Sukarno iv. Myanmar, Singapore and the Philippines . Vietnam b. The struggle for independence in Africa i. Algeria ii. Institutions and factors that made good colonies poor independent countries iii. Kwame Nkrumah iv. Jomo Kenyatta v. French Africa and de Gaulle’s promises vi. The heart versus reason vii. The Southern Temperate Zone viii. South Africa c. The quest for economic freedom in Latin America i. U. S. and Eur ope dominated Latin America economies ii. Mexico and Guatemala iii. U. S. domination in Cuba iv. 1959 popular rebellion v. The Castro government d. Challenges of Nation Building i.New nations join the United Nations ii. How to organize government? iii. How to educate the populous? 4. Beyond a bipolar world a. The Third World i. Definition of the terms ‘non-aligned’ and ‘third world’ ii. Many of these countries wanted money from the superpowers iii. A balancing act b. Japan and China i. Japan made amends for the war and rebuilt their industries ii. China very involved in Cold War politics iii. The Great Leap Forward and the Cultural Revolution iv. Normalizing United States-China relations c. The Middle East . Arab politics in the 1950s ii. British policy on Palestine iii. The United Nations partitions Palestine into two states iv. Conflict and refugees v. The Palestine Liberation Organization (PLO) vi. Organization of Petroleum Exporting Countries (OPEC) and more conflict d. The emergence of environmental concerns i. The beginnings of environmental awareness ii. High gas prices increased awareness of the scarcity of natural resources 5. Conclusion a. The ‘postwar’ era b. U. S. and U. S. S. R. c. The end of the postwar era ï » ¿National Honor Society First of all, it is a great honor to even be nominated for NHS. When I got the letter saying I was nominated, I felt a little relieved. I felt relieve because this is it. This is why I’ve worked so hard in school; this is why I spend countless hours doing homework. I realized that all of my hard work is finally paying off. I could help the NHS by dedicating my own time to participate in fundraisers, encouraging other students to do their best on their schoolwork, and try their best in everything that they do.There were times when my schoolwork got very hard. With playing soccer, taking care of my family, and balancing school together, it would’ve been easy to just give up, but being the diligent student that I am, I stuck it out. I tried my best, and even if the grade on those papers weren’t the best, I did my best on the following papers to make up for it. Hard work does pay off. I get extremely connected to the things I’m a part of. For example, when I p lay soccer, I forget about everything that happened during school or the day before and I just focus on the game.This has always been one of the achievements I hoped to accomplish during my High School academic career. Whenever I heard about scholarships for college, National Honor Society was always in the mix. With my future goals focused on becoming a doctor, dedication to my education is must. Being able to apply to college as a member of the National Honor Society would tell the Admissions Board that I am serious about my schoolwork. I look forward to not only have NHS help me, but also be an active member of the organization itself. National Honor Society Chapter 33: The Cold War and Decolonization, 1945-1975 1. Introduction a. The end of the 2nd world war exposed a world of mutual antagonism rather than one of mutual cooperation b. The business of nation building c. Cold War technology and environmental impact 2. The Cold War a. The United Nations i. The formation of the United Nations and its basic structure ii. Beliefs and efficacy of the United Nations iii. Early resolutions carried great weight, but later the Western powers came to disregard many of the issues raised by the General Assembly b.Capitalism and Communism i. New monetary systems were developed in the West and the Soviet Union ii. Recovery from the second World War in the East iii. Europeans launched a program of cooperation iv. The Soviet approach c. West versus East in Europe and Korea i. The spread of communism and Western reaction ii. NATO and Soviet competition over Europe iii. NATO and Soviet competition over Korea d. U. S. defeat in Vietnam i. Eisenhower said no to war in Vietnam, but Kennedy said yes ii. Johnson continued the war ii. U. S. got out in 1973 and U. S. attitudes toward the war e. The race for nuclear supremacy i. Atomic weapons ushered in a new era of warfare and diplomacy ii. The Cuban Missile Crisis iii. More efficient bombs and delivery systems iv. Arms limitations v. Things calmed down in Europe vi. The space race vii. Restraint 3. Decolonization and Nation Building a. New nations in South and Southeast Asia i. India, Pakistan, and Bangladesh ii. The Japanese role in South Asia and Southeast Asia iii. Sukarno iv. Myanmar, Singapore and the Philippines . Vietnam b. The struggle for independence in Africa i. Algeria ii. Institutions and factors that made good colonies poor independent countries iii. Kwame Nkrumah iv. Jomo Kenyatta v. French Africa and de Gaulle’s promises vi. The heart versus reason vii. The Southern Temperate Zone viii. South Africa c. The quest for economic freedom in Latin America i. U. S. and Eur ope dominated Latin America economies ii. Mexico and Guatemala iii. U. S. domination in Cuba iv. 1959 popular rebellion v. The Castro government d. Challenges of Nation Building i.New nations join the United Nations ii. How to organize government? iii. How to educate the populous? 4. Beyond a bipolar world a. The Third World i. Definition of the terms ‘non-aligned’ and ‘third world’ ii. Many of these countries wanted money from the superpowers iii. A balancing act b. Japan and China i. Japan made amends for the war and rebuilt their industries ii. China very involved in Cold War politics iii. The Great Leap Forward and the Cultural Revolution iv. Normalizing United States-China relations c. The Middle East . Arab politics in the 1950s ii. British policy on Palestine iii. The United Nations partitions Palestine into two states iv. Conflict and refugees v. The Palestine Liberation Organization (PLO) vi. Organization of Petroleum Exporting Countries (OPEC) and more conflict d. The emergence of environmental concerns i. The beginnings of environmental awareness ii. High gas prices increased awareness of the scarcity of natural resources 5. Conclusion a. The ‘postwar’ era b. U. S. and U. S. S. R. c. The end of the postwar era

Leadership Management and Administration in Early Childhood Education Essay

Part 1 Operating a childcare centre can be a very challenging and rewarding career. Success in this field requires dedication, love and patience. There are a few types of childcare programmes catering to parents who have to leave their children at school and go to work. There is full-day programme, half-day programme and flexi-care programme. For those who do not want their children to be in a school environment for long hours, they have kindergartens and enrichment programmes. The demand for childcare services steadily increases as more and more women enter the workforce, giving up their roles of full-time mothers and house makers. Planning and operating a childcare programme consumes much time and energy thus, it is important that motivations, skills, experience and personality are thoroughly assessed. Early childhood care and education services are under the control of two Ministries in Singapore; Ministry of Community Development, Youth and Sports (MCYS) and the Ministry of Education (MOE). MCYS targets the childcare sector, which consists of children from two months to six years whereas MOE concentrates on children aged four to six in a kindergarten setting. Quality has become a priority issue for all concerned with early childhood care and education services. Starting from the premise that quality is a relative and dynamic concept based on values and beliefs. Providing quality education for children ensures that the learning journey and relationships in the early years of their lives have meaningful effects to their future achievements. (â€Å"Singapore pre-school accreditation,† 2010) Role of a Supervisor According to SPARK, â€Å"Leaders set the direction and tone for the preschool. † Leaders are a very important aspect in any organisation. Leaders must understand and play important roles; they must use evidence from research to make decisions; and they must work collaboratively. A good leader must have a strong philosophy which will enable her to deliver well. Having a good philosophy enables the leader to plan meaningful goals and objectives for the centre. Supervisors can play a pivotal role in â€Å"reinforcing philosophy in school settings and helping teachers integrate the theoretical frameworks with classroom realities. † (Grossman, 1990, p. 133) Having a good bond with the teachers will ensure that the supervisor has found a good team to work with and should constantly keep renewing the bond with her teachers. This can be done by looking into the teachers’ welfare and giving them benefits from time to time to motivate and encourage the teachers to work consistently. At the same time, the supervisor must set a good example to her team of teachers by practising what she preaches. A good supervisor should also encourage her staff to further their education and when they do, not hesitate to promote them and give them bigger responsibilities. The supervisor should evaluate the quality of the learning environment and the centre as a whole. Catering to Children’s Needs It is well documented that racial and ethnic identity, and developing concepts about racial and ethnic diversity are development tasks that begin in early childhood. According to NAEYC(2005), diversity in children, families and colleagues should be respected. Multiracial and multiethnic children not only have identity needs but they are also having difficulties adjusting to our early childhood and school programmes because their unique needs are not being met. For successful implementation of a programme, the supervisor has to look into the diverse backgrounds of the children. According to DAP (2009), â€Å"Development and learning occur in and are influenced by multiple social and cultural contexts†. The supervisor has to understand that children’s development requires viewing each child within the sociocultural context of the child’s family, educational setting, community and the society. The contexts are interrelated thus, they all strongly influence how the child develops. Celebrating different festivals together as a centre and talking about different cultural backgrounds during lessons are a good way to include children from various cultural backgrounds. While implementing a programme, the supervisor might come across children from dysfunctional families. Providing the proper financial assistance to these families is very important. Centre-based Financial Assistance for Childcare (CFAC) can be arranged for children who come from dysfunctional families. This scheme helps eligible families to offset childcare fees of their children every month. The government also gives childcare subsidies to working parents who enrol their children in childcare centres. (MCYS) Parents of children from dysfunctional families might find these two schemes helpful in providing their children with proper early childhood education. This should be taken care of so that every child has an equal opportunity to education and care regardless of their cultural and financial backgrounds. 656 words Part 2 In order for the quality of child care to improve and for childcare services to become more readily available, the administration of childcare programmes must become professional, effective and efficient. The effective preparation of childcare supervisors directly impacts the programme quality and enhances the ability to meet the various challenges facing the field of early childhood education. (Caulfield, 1997) a) Effective Supervision A good supervisor should be prepared not only with a background in early childhood education and teaching but with a working knowledge of management, principles and procedures, marketing and evaluation techniques, public relations, staff training and development, family counselling, community services and public policy. (Catron, & Groves, 1999) The supervisor’s role is more than observing teachers conducting lessons. There are many similarities between good teaching and good leading. A good supervisor does not only develop a programme and worry about enrolments. The supervisor must look into the safety aspects in the childcare centre. Meeting all safety requirements before starting the programme is very essential. This ensures that children’s needs are taken into consideration and taken care of. Planning a proper timetable is very important in developing a programme. It allows the whole programme to run systematically and also for smooth transitions in between lessons. Resources and materials should also be distributed evenly among the teachers to avoid lack of resources during planned lessons. The supervisor should also keep track of the resources and materials and replenish them regularly. b) Regulations and Policies In order to set up a childcare programme, license should first be acquired from MCYS. The child care centre has to comply with the standards set out in the Regulations of MCYS. All the pre-requisites stated in setting up a childcare centre should be taken into consideration in order to provide quality care and education. (MCYS, 2011) The type of programme that I am looking into implementing is a full day childcare programme. The centre will be catering to children from two years to six years old. It will be operating five and half days a week. The programme will be conducted from seven o’ clock in the morning to seven o’ clock in the evening. This is to cater to parents who have to leave their children and go to work very early in the morning and for parents who end work late in the evening. On Saturdays, the centre will operate from seven o’ clock in the morning to two o’ clock in the afternoon. This caters to some parents who have to go back to work on weekends. The childcare centre will be open throughout the year except on Sundays and gazetted public holidays. Half-days will be observed on the eve of Christmas, New Year and Chinese New Year. In addition, the centre will be closed for another five and a half days in a year, following the MCYS policies. These regulations and policies of the centre strictly follow the MCYS Childcare Policies as MCYS firmly believes that children should not be cared for in the childcare centre for more than 24 hours continuously. c) Operational Issues How you structure your programme for your centre is another very important aspect to consider. The programme will be the key to your professional success and pleasure. Having a proper Standard Operating Procedure (SOP) will ensure that your programme runs smoothly and effectively. SPARK (2010) will be a good guide to get started with. Spark (2010) focuses on seven criterions. Leadership, Planning and Administration, Staff Management, Resources, Curriculum, Pedagogy and Health, Hygiene and Safety. Reflections should be done on the programme regularly to ensure that children are being delivered with nothing but quality excellence. Opening/Closing Time The opening and closing hours of a childcare centre is a very important period. The supervisor must ensure there is enough staff to open the centre and close the centre. There should be at least one first-aid trained, qualified teacher to open the centre and it is required for the teacher to arrive at least fifteen minutes earlier to do the opening duties and to receive children. The teacher, however, has to remember that parents are only allowed to send their children in at seven o’clock onwards. There should be two teachers doing closing daily. Out of the two teachers, at least one teacher should be first-aid trained. Should the opening/closing teachers be on leave, they are required to find a replacement for their shifts before they go on leave. Should they be on medical leave, they should inform the centre either the day before or by seven-thirty in the morning so that replacements can be found. Staff-Child Ratio Staff-child ratio must be observed at all times as according to MCYS Regulations. (Refer to Appendix 1, pg 10, Table 1) Teachers’ Qualifications Teachers hired in the centre should be trained in Diploma in Early Childhood Care and Education- Teaching (DECCE-T). According to MCYS policy, the programme staff should be certified by MCYS/MOE. Teachers should also have at least two years of teaching experience in a childcare setting, hold a valid first aid certificate recognised by MCYS and certified by MCYS/MOE as a Level 2 Teacher. d) Administrative Procedures School fees are a major part of a programme. All school fees have to be paid via GIRO. Deductions will be made every 5th of each month for fees payable that month. Parents are to ensure that there are sufficient funds in the bank account for deduction on the due date otherwise there will be a $10 administrative fee payable for every unsuccessful GIRO transaction. If they choose to opt out of the GIRO payment scheme, they are required to place a two month deposit upon enrolment. An additional fee of $5 per day will be imposed for late payment after the 5th of each month. All outstanding fees must be cleared before a child is promoted to the next level. e) Quality of Curriculum Integrated curriculum is a form of interdisciplinary approach to teaching and learning that emphasizes on content learning and knowledge acquisition. It incorporates several subject areas such as language and literacy, math, music and movement, creative arts, self awareness, social awareness and motor skills into a curriculum that provides a holistic learning for children. In this curriculum, children apply skills, concepts and processes derived from the total curriculum in the meaningful context of thematic learning. (Erikson, 2001) Teachers are supporters of children’s learning. The curriculum should be designed to enable teachers to scaffold and support children’s knowledge and understanding and thinking. The curriculum should be designed to aid the child’s intellectual, social, emotional and physical development. (KCG, 2008) f) Documentation of Children’s Progress and Portfolios All records should be kept up-to-date and readily accessible. Periodic reports of children’s progress, documentation of children’s habits, character traits and interests and anecdotal notes of children’s behaviours that are significant are all documentation of children’s progress. The centre should have a system which evaluates records for completeness, accuracy of contents and timelines of entries at regular intervals. Portfolios are collections of student work representing a selection of performance. A portfolio may be a folder containing a student’s best work pieces and the student’s evaluation of the strengths and weaknesses of the pieces. (Wortham, 2008) Portfolios are usually used as the center-piece of teacher-parent conferences. Portfolios can be used in the intention of motivating students, to promote learning through reflection and self-assessment and to be used in evaluations of students thinking and writing processes. An archival portfolio will be used to document the children’s progress from year to year. This portfolio can be useful to the child’s future teachers. It provides useful information about the child’s developmental progress, strengths and weaknesses. (Wortham, 2008) The portfolio should be organized using the developmental area approach. Using this approach, a child’s developmental areas such as physical, cognitive, social-emotional, creative and language and literacy can be assessed. The teacher can use this type of portfolio during parents-teacher conferences to show parents the specific skills that has been prominent and those that need improvement in the child. Using the developmental area approach a student’s growth and development can be clearly visible as the work collected usually spans throughout a year and observers and parents can clearly see the child’s progression in this. (Benson, & Smith, 1998) A combination of work samples, checklists, observation records and photo documentations have been used to compile this portfolio. Developmental checklists have been used to assess the child’s progress in terms of skills. (Hanson, & Gilkerson, 1999) The checklists used aid in assessing and reporting the child’s progress and development. It also assists in assessing teaching processes. The developmental checklists used in this portfolio are categorized into four domains. They are namely language and literacy, math, social-emotional and physical skills. The assessments done on the child in this portfolio was collected when the child was participating in various types of activities with other children in the class. These kinds of activities allow scaffolding to take place as the child gets assistance from other children or adults. The checklists designed centers towards the objectives that the teacher has set for the child. These objectives are developmentally appropriate according to the child’s age. g) School, Family and Community Partnership Having strong family involvement in children’s education are best achieved through family-school and community collaboration. By articulating a common mission and developing proactive ways of strengthening families and schools, parents and teachers can influence children’s school success positively. Parents should be encouraged to be involved in their children’s school activities as much as possible. Parents can be encouraged by volunteering for centre events like celebrations, excursions and field trips. They can even conduct workshops for children in the centre like speech and drama or art workshops. References Benson, T. R. , & Smith, L. J. (1998). Portfolios in first grade: four teachers learn to use alternative assessment. Early Childhood Education Journal, 25(3), Catron, C. E. , & Groves, M. M. (1999). Teacher to director. Early Childhood Education Journal, 26(3), Caulfield, R. (1997). Professionalism in early care and education. Early Childhood Education Journal, 24(4), Erickson, H. L. (2001). Stirring the head, heart, and soul: Redefining curriculum and instruction. (2nd Ed. ). Thousand Oaks, California: Corwin Pr0065c007Axzxz ss Inc. Hanson, M. F. , & Gilkerson, D. (1999). Portfolio assessment: more than abcs and 123s. Early Childhood Education Journal, 27(2), Ministry of Education. (2008). Kindergarten curriculum guide. Singapore Ministry of Education, Pre-school Education Branch. (2010). Singapore pre-school accreditation framework:quality rating scale. Singapore: Ministry of Education. NAEYC. (2009). Developmentally appropriate practices in early childhood programs serving children from birth through age 8. Washington, DC Wortham, S. C. (2008). Assessment in early childhood education (5th ed. ). Upper Saddle River: New Jersey: Pearson Prentice Hall.

How To Schedule Tweets And Organize Your Social Media Plan

How To Schedule Tweets And Organize Your Social Media Plan Studies suggest its perfectly  acceptable to  tweet up to 15 times a day. Thats 105 tweets  a week! Whether you  plan to send that number of tweets or not, one thing is certain: Twitter is a high-sharing volume network. Your followers expect you to tweet a lot of helpful  content consistently every day. That means scheduling tweets is more important than ever to help you: Queue tweets to automatically post well  into the future. Send tweets at the absolute best times  to reach your followers when theyre most active on Twitter- even when youre busy with other projects and life in general. See every scheduled tweet for all of your Twitter handles  in one place to discover gaps in your posting plan. Thats exactly what youll get when you schedule tweets with , your all-in-one social media editorial calendar. Lets explore. How To Schedule Tweets And Organize Your Social Media Plan Studies suggest its perfectly  acceptable to  tweet up to 15 times a day. Thats 105 tweets  a week! Whether you  plan to send that number of tweets or not, one thing is certain: Twitter is a high-sharing volume network. Your followers expect you to tweet a lot of helpful  content consistently every day. That means scheduling tweets is more important than ever to help you: Queue tweets to automatically post well  into the future. Send tweets at the absolute best times  to reach your followers when theyre most active on Twitter- even when youre busy with other projects and life in general. See every scheduled tweet for all of your Twitter handles  in one place to discover gaps in your posting plan. Thats exactly what youll get when you schedule tweets with , your all-in-one social media editorial calendar. Lets explore.

The House of Atreus in Classical Greek Tragedy

The House of Atreus in Classical Greek Tragedy Today we are so familiar with plays and movies that it may be difficult to imagine a time when theatrical productions were still new. Like many of the public gatherings in the ancient world, the original productions in Greek theaters were rooted in religion. The City Dionysia Festival It didnt matter that they already knew how the story ended. Athenian audiences of up to 18,000 spectators expected to watch familiar old stories when they attended the Great or City Dionysia festival in March. It was the job of the playwright to interpret familiar myth, slices (temache) from the great banquets of Homer, in such a way as to win the dramatic contest that was the center of the festival. Tragedy lacks a spirit of revelry, so each of 3 competing playwrights produced a lighter, farcical satyr play in addition to three tragedies. Aeschylus, Sophocles, and Euripides, the three tragedians whose works survive, won first prizes between 480 B.C. and the end of the 5th century. All three wrote plays that depended on thorough familiarity with a central myth, the House of Atreus: Aeschylus Agamemnon, Libation Bearers (Choephoroi), and EumenidesSophocles ElectraEuripides ElectraEuripides OrestesEuripides Iphigenia in Aulis The House of Atreus For generations, these god-defying descendants of Tantalus committed unspeakable crimes that cried out for revenge: brother against brother, father against son, father against daughter, son against mother. It all began with Tantalus- whose name is preserved in the English word tantalize, which describes the punishment he suffered in the Underworld. Tantalus served up his son Pelops as a meal to the gods to test their omniscience. Demeter alone failed the test and so  when Pelops was restored to life, he had to make do with an ivory shoulder. The sister of Pelops happens to have been Niobe who was turned to a weeping rock when  her hubris led to the death of all 14 of her children. When it came time for Pelops to marry, he chose Hippodamia, the daughter of Oenomaus, king of Pisa (near the site of the future ancient Olympics). Unfortunately, the king lusted after his own daughter and contrived to murder all her more appropriate suitors during a (fixed) race. Pelops had to win this race to Mt. Olympus in order to win his bride, and he did- by loosening the lynchpins in Oenomaus chariot, thereby killing his would-be father-in-law. In the process, he added more curses to the family inheritance. Pelops and Hippodamia had two sons, Thyestes and Atreus, who murdered an illegitimate son of Pelops to please their mother. Then they went into exile in Mycenae, where their brother-in-law held the throne. When he died, Atreus finagled control of the kingdom, but Thyestes seduced Atreus wife, Aerope, and stole Atreus golden fleece. Thyestes went into exile, again. Eventually, believing himself forgiven, he returned and ate the meal to which his brother had invited him. When the final course was brought in, the identity of Thyestes meal was revealed, for the platter contained the heads of all his children except the infant, Aegisthus. Adding another creepy element to the mix, Aegisthus may have been Thyestes son by his own daughter. Thyestes cursed his brother and fled. The Next Generation Atreus had two sons, Menelaus and Agamemnon, who married the royal Spartan sisters, Helen and Clytemnestra. Helen was captured by Paris (or left willingly), thereby starting the Trojan War. Unfortunately, the king of Mycenae, Agamemnon, and the cuckolded king of Sparta, Menelaus, couldnt get the warships moving across the Aegean. They were stuck at Aulis because of adverse winds. Their seer explained that Agamemnon had offended Artemis and must sacrifice his daughter to propitiate the deity. Agamemnon was willing, but his wife wasnt, so he had to trick her into sending their daughter Iphigenia, whom he then sacrificed to the goddess. After the sacrifice, the winds came up and the ships sailed to Troy. The war lasted 10 years during which time Clytemnestra took a lover, Aegisthus, the lone survivor of Atreus feast, and sent her son, Orestes, away. Agamemnon took a war prize mistress, as well, Cassandra, whom he brought home with him at the end of the war. Cassandra and Agamemnon were murdered upon their return by either Clytemnestra or Aegisthus. Orestes, having first obtained the blessing of Apollo, returned home to exact revenge on his mother. But the Eumenides (Furies)- only doing their job with respect to a matricide- pursued Orestes and drove him mad. Orestes and his divine protector turned to Athena to arbitrate the dispute. Athena appealed to a human court, the Areopagus, whose jurors were split. Athena cast the deciding vote in favor of Orestes. This decision is upsetting to modern women because Athena, who had been born from the head of her father, judged mothers less important than fathers in the production of children. However we might feel about it, what was important was that it put an end to the chain of cursed events.

Economics Portfolio, Microeconomics, EXTERNALITIES Essay

Economics Portfolio, Microeconomics, EXTERNALITIES - Essay Example "However, it must be remembered that such campaigns will not change attitudes overnight. These are the early stages, and we hope to see more progress made in a further round of a dozen or so campaigns this summer." "We have squads out working seven days a week. They start at the top of Royal Avenue, down one side of the street to Donegal Place, then across the place to the other side of Royal Avenue and back up to the top. Councils involved in the campaign are: Belfast, Blackburn with Darwen, Bradford. Brighton and Hove, Cardiff, Crawley, East Herts, Edinburgh, Kensington and Chelsea, Lambeth, Leeds, Liverpool, Middlesbrough, Nottingham, Oldham, Oxford, Slough, Stoke-on-Trent, Swindon and Westminster An externality in economics occurs when one action causes another action and the side effects of this cause and effect is not accounted for in market prices. A good example is demonstrated by the cost of gum to the ultimate consumer and the consequential costs of pollution to the government. `It costs 3p a stick to buy, but 10p to prise off the pavements. And councils across Britain are getting sick of having to foot the bill for cleaning it up. (See source article ) As demonstrated by the source article, the government, via council members are uninterested third parties to the gum industry. The obligation to keep the city streets clean and pollution free (as far as reasonably possible) is imposed on the government by tax payers and the democratic process. As a result, the government is unwittingly a stakeholder in the gum industry. According to the source article the costs to the government is more than three times larger than the cost to the consumer. Both Friedrich Havek and Milton Friedman, economists, when alluding to the term `economic externalities have described the phrase as neighborhood effects and spillovers interchangeably.(Cordato. 1992) Pollution is the `spillover

Television as a live medium Assignment Example | Topics and Well Written Essays - 1500 words

Television as a live medium - Assignment Example Bourdon cited several examples to demonstrate this. There is the case of the live sports commentary. The authors explained that the delivery involves specific phonetic features as well as the unmistakable rhythm and prosody that came as the event unfolds (543). It was stressed that such live commentary could be recorded earlier in a previously completed game or sporting event. But television programs do not operate in vacuums. The audience knows - besides the actual material being viewed - the background information about what they are watching. For example, the schedule of basketball games are published and known to the viewers. These types of information augment the audience’s ability to determine whether a television exhibition is live or not. The voice or the verbal aspect of live television also works in tandem with the visual content being presented. A voice complements the body language of television mediators such as reporters talking to the news anchor. During a news report when a story is being beamed as it happens and the reporter and the anchor are talking about it, the audio reveals the liveness by confirming the nuances (and problems) present in a conversation transpiring where on is talking back from a remote area. The delay in the answers, the need to repeat details and even some technical glitches such as static sounds - they collectively articulate to the audience that the report is transpiring live. Bourdon also pointed out the impromptu changes that occur before the viewers’ eyes and how the voice of television mediators highlights the liveness of the program by confirming them for the sake of the audience. Say, after an advertising break and a new resource person joins a live talk show, the host introduces him or her. It shows a break in sequence or a perfectly logical unfolding of the program, which underpins the contrived pre-produced television materials. To put this in context, one should remember that modern viewers are f amiliar with live television and could often spot if a program is not. An important part in this discernment is the sound. It is difficult to manipulate and it provides the clue if a material is contrived or pre-produced. It complements the visual messages to articulate â€Å"liveness†. Question 2: Why Pay attention, as Sterne urges, to the â€Å"physical life of the medium† of television? The physical â€Å"stuff† of television is important, according to Sterne, because it is critical in the way the medium functions or rather in the way â€Å"televisual† relationships are organized (504). He cited that television infrastructure â€Å"reify social relationships - giving relations a degree of density, inflexibility or objectivity that they would not have without an abstracted principle and mechanism of repetition† (504). The problem being addressed by this position is that television infrastructure and its physical life remains mystified or relegate d in the historical background mainly because they are not accorded the right degree of interest and emphasis. The argument is that an understanding of the medium’s physical life will provide insights in the sheer power of television’s capability and, therefore, an appreciation and recognition of its role in social, cultural, political and economic spheres. Sterne ultimately underscored that the American television - when approached through an understanding