3rd Grade Literary Elements Essays

3rd Grade Literary Elements Essays 3rd Grade Literary Elements Paper 3rd Grade Literary Elements Paper Essay Topic: Literature character A person in a story setting It refers to the time and place which the events of a story take place. plot Sequence of events in a story. sequencing Is the order in which things happen in a story. Clue words to look for are first, next, and last. problem a part of the story that needs to be considered,solved, or answered. solution how the characters solve their problem drawing conclusions combining what you know and what you read to come up with an idea authors purpose the reason an author writes a story: what are the three reasons for an author to write something? compare finding out how two or more things are alike or similar contrast finding out how two or more things are different cause A person, thing or event that makes something happen effect A change that is a result of an action or other cause

History of the Second Congo War

History of the Second Congo War The first phase of the Second Congo War led to a stalemate in the Democratic Republic of the Congo. On one side were Congolese rebels backed and guided by Rwanda, Uganda, and Burundi. On the other side were both Congolese paramilitary groups and the government, under the leadership of  Laurent Dà ©sirà ©-Kabila, backed by Angola, Zimbabwe, Namibia, the Sudan, Chad, and Libya.   A Proxy War By September 1998, a month after the Second Congo War had begun, the two sides were at a stalemate. The pro-Kabila forces controlled the West and central part of the Congo, while the anti-Kabila forces controlled the east and part of the north.   Much of the fighting for the next year was by proxy. While the Congolese military (FAC) continued to fight, Kabila also supported Hutu militias in rebel territory as well as pro-Congolese forces known as  Mai Mai. These groups attacked the rebel group,  Rassemblement Congolais pour la Dà ©mocratie  (RCD), which was largely made up of Congolese Tutsis and was supported, initially, by both Rwanda and Uganda.  Uganda also sponsored a second rebel group in the northern Congo, the  Mouvement pour la  Libà ©ration du Congo (MLC).   In 1999, a Failed Peace In late June, the major parties in the war met at a peace conference in Lusaka, Zambia. They agreed to a ceasefire, exchange of prisoners, and other provisions to bring about peace, but the not all of the rebel groups were even at the conference and others refused to sign. Before the agreement even became official, Rwanda and Uganda split, and their rebel groups began fighting in the DRC. The Resource War One of the most significant show downs between Rwandan and Ugandan troops was in the city of Kisangani, an important site in the Congo lucrative diamond trade. With the war stretching on, the parties began focusing on gaining access to the Congos wealth of riches: gold, diamonds, tin, ivory, and coltan. These conflict minerals made the war profitable for all involved in their extraction and sale, and extended the misery and danger for those who were not, mainly women. Millions died of hunger, disease, and a lack of medical care.  Women were also systematically and brutally raped. Doctors in the region came to recognize the trademark wounds left by the torture methods used by the different militias. As the war became more and more overtly about profit, the various rebel groups all began fighting among each other. The initial divisions and alliances that had characterized the war in its earlier stages dissolved, and fighters took what they could.  The United Nations sent in peacekeeping forces, but they were inadequate for the task. The Congo War Officially Draws to a Close In January 2001,  Laurent Dà ©sirà ©-Kabila was assassinated by one of his bodyguards, and his son, Joseph Kabila, assumed the presidency.  Joseph Kabila proved more popular internationally than his father, and the DRC soon received more aid than formerly. Rwanda and Uganda were also cited for their exploitation of the Conflict minerals and received sanctions. Finally, Rwanda was losing ground in the Congo. These factors combined to slowly bring about a decline in the Congo War, which officiall ended in 2002 in peace talks in Pretoria, South Africa. Again, not all of the rebel groups participated in the talks, and the eastern Congo remained a troubled zone. Rebel groups, including the Lords Resistance Army, from neighboring Uganda, and fighting between groups continued for more than a decade.   Resources and Further Reading Prunier, Gerald.  .Africa’s World War: The Congo, Rwandan Genocide, and the Making of a Continental Catastrophe  Oxford University Press: 2011.Van Reybrouck, David.  Congo: The Epic History of a People. Harper Collins, 2015.

Terrorism Essay Example | Topics and Well Written Essays - 1500 words - 2

Terrorism - Essay Example Beginning with the Baader-Meinhof of Germany gang, which was also called the Red Army faction (RAF) hitherto. It was a terrorist gang that existed in Germany from around 1968 and 1977 with lots of Germans people as members. A gang that caused fear and intimidated people including murdered. The RAF was said to have broke out from the Revolutionary Army and continued to call itself the Red Army Faction (RAF), the name which most people seen it as a model of Japan’s ‘Red Army’, while many others refers it to Soviet Union’s Red Army. The key figures that led the terrorism activities of RAF were arrested and jailed in 1972. However, their activities continued after few years when another gang or its kind rekindle its existent, and as a result vowed to terrorism until in the year 1998, when they had finally ‘hit-the-rock’, which brought to an end to intimidations and murdered of German people after at least 30 years of terror. Meanwhile, the factor of Baader-Meinhof acts of terrorism in Germany that led to robbing of banks, kidnapping and murdered in nooks and crannies of the country was their greatest zeal for world Revolution which as a result marked a turning point in German’s postwar era. Though Baader-Meinhof motives was revolution that involved the support of some Germans students, but most of the people were not supporting how the revolution was undertook. For that reason, these kinds of people has supported German government when it’s enforced law and approved it for fighting terrorism. (B) The Tigers of Tamil Eelam, (LTTE) or the Tamil Tigers as it is popularly known across the globe is another nationalist terrorist group that roused to struggle for an independent state in Sri Lanka, in areas occupied by Tamils ethnic. In order for Tamil Tigers to achieve this motive, they adapted to apply terrorism against those alleged to

Philosophy in business Ethics Essay Example | Topics and Well Written Essays - 500 words

Philosophy in business Ethics - Essay Example Some employees are sent away while others are hired at the expense of the existing ones. As per the FCC regulations, these mergers will allow a greater share in the overall print and media industry while at the same time increasing the geographic control within the market. This would further exacerbate the issues that would be a cause of concern for the employees and the BSSl. These mergers and acquisitions allow the companies to gain large shares of the market and become tiny monopolies in their right effectively reducing the competitors’ value in the market to almost non-existent. There are already media giants operating within the media market who are supporting these recommended changes as these mergers have allowed them the position that they have secured in the market today. They effectively control the media and television industry. The ethical and legal implications that can arise from the above situation is the existence of unfair competition, pressure on smaller sized companies to merge with larger ones in order to survive, the monopolization of geographical region which in itself goes against the practice of fair trade and practice and the smaller companies are hence not able to get the important stories due to the lack of resource availability in contrast to the larger companies. For BSSL, the legal ramifications would be huge as it would mean trying to compete with companies which have access to more resources, greater networking and better connections in order to secure important stories, interviews etc. these mergers and acquisitions have made it virtually difficult for BSSL to compete on the same grounds and though the media industry has never been about â€Å"perfect competition†, yet granting 45 percent of the market control to a few giants effectively makes things quite difficult for BSSL. The employees of

Police science College Essay Example | Topics and Well Written Essays - 750 words

Police science College - Essay Example 42). Police discretion has been further addressed and defined at the highest levels of the American criminal justice system. The United States Supreme Court, the ultimate arbiter of the reasonableness of police procedure, has sanctioned the use of police discretion in 4th Amendment search and seizure cases. Indeed, "There are many other intrusive activities that the Court leaves solely to the discretion of the police on the grounds that the individual has no "reasonable expectation of privacy" in the place or premises targeted by the police" (Maclin, 1996: np). In short, even from a constitutional point of view, there are situations when the use of police discretion is not only allowed, but necessary. Police discretion, therefore, can best be characterized as the use of judgment in fluid situations and settings. O'Connor presents a four-part framework for defining police discretion for a particular community: (1) discretion as judgment, (2) discretion as choice, (3) discretion as discernment, and (4) discretion as license (2005, np.). A police officer's judgment, for example, ought to be based on his experience, his particular area of expertise, and his insight into different situations as defined by that community. ... Discretion is therefore highly individualistic. Discretion one community might be exercised differently than in a different community. Choice means trying to find alternative solutions to problems. This aspect of discretion involves a weighing of the costs and the benefits of alternative courses of action. Discernment refers to an examination of the underlying merits of a situation. The police officer must use discretion, for instance to determine whether someone is being scapegoated or unfairly accused. Perhaps there is some excuse that, while not legally recognized as a defense, nevertheless is a very reasonable reason for employing discretion. Finally, the notion of discretion as license reflects the fact that there are times when it might be wiser to disobey standard operating procedures and rules. This is an area where the possibility for the abuse of discretion is the highest. In short, discretion is a multifaceted concept and it tends to be applied on an individualistic basis. Question 3: What is it about YOUNG PEOPLE AND THE POLICE Why is there so much conflict and animosity It has been established that police discretion exists, that police discretion is defined in various ways, and that there are many inaccuracies or myths surrounding the application of police discretion. The sources of police discretion regarding young people, however, are more definitely categorized and defined. O'Connor, citing the extensive research summaries presented by Gaines et al, breaks the causes of police discretion down into three main categories. The first category focuses on the age and the history of the offender and deals mostly with age-related factors. Does the offender, for example resist or respond

Family Involvement In Early Education

Family Involvement In Early Education The purpose of this research paper is to examine the effects family involvement has on the success of children and the ways families can get involved in their childs education. My literature reviews defines family involvement is when families get personally involved in education, their children do better in schools, get better grades, and grow up to be successful in life. Family involvement is one of the most overlooked aspects of American education. Today, many programs are designed without recognition of the role of families, and consequently many families remain unaware of the significance that their role can have on their childs education (NASA, 2009). Family involvement means that families work together with care givers and teachers to create an atmosphere that strengthens learning both at the program and in the home. Family involvement is an important component of the United Sates of America educational programs. The purpose of the family involvement component is to engage families as partners in the educational process. Family involvement programs was developed to give families, regardless of their own educational experience, the tools needed to become more actively involved in their childs day-to-day education (Knopf Swick 2008). Significant research over at least 25 years has demonstrated that family involvement is critical to the educational success of children (Bricker Casuso). To give more detail on the findings: When schools acknowledge the relevance of childrens homes and cultures and promote family involvement, they can develop a supportive environment for learning through meaningful activities that engage and empower families (Bricker Casuso, 1979). As our schools and programs become more diverse, that relevance of home and culture takes on greater importance and expands teachers responsibilities for collaboration with families. Families can get more involved with their childs education by, talking with their children, enhancing their childs self esteem, modeling social and educational aspirations and values and monitoring out of school activities (supervising homework etc.)(Battle, 2004). Activities parents can be more involved at school consists of: attending events, such as open house and school fairs, working in the school in support teachers such as helping with activities in the classroom, on trips and with sport activities, assisting with the governance of the school and meeting with teachers to discuss their childrens progress are all ways parents can get more involved with their child education while in school (Battle, 2004). I have seen a lack of parental involvement in Head Start due to lack of communication. I have volunteered for Head Start every since my son went there in 2006. I am a former parent and I have done four internships there. I have done two for Social Work and two for Early Childhood. Most families I have talked to use work, or they do not get grades or I am too tired to sit with those bad kids as an excuse but I try to let them know that if they dont get involved in their child education now they will regret it in the long run. When I lived in Chicago I went to a Head Start program called the Child Parent Center (CPC). My mom worked nights and had three other children to take care of. She made it her job to volunteer at my school at least three days a week. She assisted the teachers, she was even the President of the PTA. My mom got involved in what I was learning because she was a concerned parent. Parents today are not concerned about their childs education. Parents who are involved in their childs education develop more confidence in the school, and about helping their children learn at home and often enroll in continuing education to advance their own schooling (Measuring Up, 1999). Parents tend to be less involved in their childs education as their child get older. The United States Department of Education found that nationwide, as children grow older contacts between families and schools decline both in number and in the positive nature of such contacts. Although 52 percent of interactions are positive and 20 percent are negative in the first grade, by seventh grade positive contacts drop to 36 percent and negative increase to 33 percent (Measuring Up, 1999). The importance of family involvement is the environmental, social, and economic factors have the most powerful effect on student performance. The greatest factor of a child underachieving in school is growing up in poverty, inadequate learning opportunities, and exposure to drugs, lack of after school care, dysfunctional families, and inadequate health care, run down schools, neighborhood distress, few role models, poor nutrition and teen pregnancy (Measuring Up, 1999). Parents cannot always change these factors; they can always have great influence over many of these challenges. Epstein defines a school, family and community partnership as an approach that gives families and community members greater opportunities to determine options for school involvement, to participate in the wide range of involvement activities, and to assume key role and responsibilities in school-improvement efforts, including participation in the schools decision-making processes. If a partnership is to succeed, it must be based on mutual trust and respect, an ongoing exchange of information, agreement on goals and strategies, and sharing of rights and responsibilities. Schools must be willing to involve parents, families, and communities at deeper levels and to support their participation (Epstein 2002). Epstein six types of involvement consist of: Type1: Parenting: Assist families establish home environments to support children as students. Type 2: Communicating: Implement effective home to school and school to home communication practices. Type 3: Volunteering: Encourage families as volunteers in a variety of ways. Type 4: Learning At Home: Involve families in supporting learning activities at home. Type 5: Decision making: Include parents in school; decisions, developing parent leaders and representatives. Type 6: Collaborating With the Community: Coordinate resources and services from the community to strengthen school programs, family practices and student learning development. The problem with families not being involved in their childs education is laziness. A lot of younger generation parents have too many excuses on why they can and cannot get involved. The most common one is transportation problems. If you can get a ride to go clubbing on Friday and Saturday you can get a ride to visit your child Monday thru Thursday for a couple of hours. Majority of the younger generation families just dont care. Their children are being raised by a grandmother, aunt or a caregiver. They do not understand how critical parental involvement is and the effects it has on a child. From my own personal observations parents just do not understand why they need to get involved. It is my job as a professional student to address these concerns to all parents young or old. Teachers are very frustrated trying to involve parents and getting little to no response. Teachers complain that parents do not come to conferences or school open houses, check homework, or answer take home notes. This leads teachers to feel that parents just do not care about their childs education (Brown, 1989). There are many reasons to consider why parents do not get involved. For many parents, a major obstacle to getting involved is lack of time. Working parents are often unable to attend school events during the day (Brown, 1989). Evenings are more convenient and the only time they can be involved. Parents rather spend that time with family than be at an open house, which is understandable. Parental involvement during prekindergarten can promote childrens school readiness and is associated with higher academic achievement and fewer behavior problems through adolescents, at least in low income families (Basile Henry, 1996). It can also lead to greater parental involvement in elementary school, which is associated with higher achievement for children of all socioeconomic backgrounds (Basile Henry 1996). When families do not get involved in their childrens education they are more at risk of being exposed to drugs and alcohol, teen pregnancy and inadequate learning opportunities. The benefits of families who get involved in their childs education their child will get better grades, better attendance, and higher graduation rates, less or no drug or alcohol use, better self-esteem, and less violent. Parental involvement is important because it improves cognitive and social development in early years of education. Evidence indicates that parental involvement continues to have a significant effect on achievement into adolescence even adulthood. A survey in 2007 has found a variation in levels of parental involvement among different ethnic groups. African American parents are more than twice as likely as White parents to say they felt very involved in their childs education. Parents from non-White ethnic backgrounds are more involved in their childs school activities (including homework). Parents from non-White backgrounds are also less likely to say that a childs education is the school responsibility rather than the parents (17% of African American and Asian parents compared to 27% of White parents said that it was the school responsibility) (Harris Goodall, 2007). Parental involvement is easy as pie says McReynolds she came up with the pie program based on research and many years in the classroom. McReynolds states family involvement is a critical part of high quality education, a safe and disciplined learning environment, and student achievement. McReynolds PIE program actively pursues and involves parents as true and equal partners. She offers them five ways in which they can become involved. Decision making. McReynolds encourages parents to set goals for their children and for the teacher goals that reach beyond those goals she has already set. The goals are stated at the start of the school year in a contract between parents, teachers, and students. That contract lists everyones responsibilities and is signed by each of the participants. A parent is free to add to the contract specific goals for their child. The goal of the contract is a very simple one: Helping children to learn, says McReynolds. The contract is a tool to meet that end. It can change from year to year and even sometimes from child to child. If parents feel a need, we do whatever we have to do to meet that need as long as it helps the child learn. Supporting. Parents support their children in many ways, McReynolds says. They provide shelter, food, clothing, protection, and love. They also need to support the work that goes on in the classroom. McReynolds shares with parents the research that supports the need for their involvement in their childrens education at home and at school. Showing children that school is important can be done in many ways, and McReynolds offers parents many options and tools for doing that. Her next goal is to establish a parent library, a place in the school where parents can find and check out materials that will help them to help their children learn. Teaching. Parents are teachers too, says McReynolds, adding, Lets face it, children learned a huge amount from their parents before they even entered school. And a parents role as teacher doesnt end when the child enters school. McReynolds points to a number of ways in which teaching continues to be a parents responsibility and part of a parents daily routine. Providing time and a place for doing homework, reading with a child, making sure homework is understood and finished, talking about what is being done at school, and continuing to learn how to help are just a few of the ways in which parents teach. In addition, parents can get actively involved in the classroom as volunteer tutors, as lecturers sharing their own expertise, and in many other ways. Last year, McReynolds says, a small group of parents got kids interested in participating in the Valentines for Veterans program. That was just one example of a wonderful learning experience that came directly from parental involvement and it was proof that If its important, parents will help to get it done,' says McReynolds. Kids got to see their parents in action and, more importantly, they got to see themselves as contributors to the larger community. Learning. The more parents learn, the more they are able to help a child learn, McReynolds says. That means getting actively involved in finding out what is being taught, how it is taught, and how children learn and develop. Parents can take classes (offered through adult education programs, community colleges, etc.) on their own to demonstrate to their children how important learning is. Or they can take classes with their children; computer classes or hobby classes are two possibilities. McReynolds offers additional help and suggestions. She provides ideas for field trips that parents and children can take together to support classroom learning. And she holds a monthly in-service session for parents. In one recent session she focused on the childrens math curriculum. The sessions goal was to familiarize parents with the curriculum and to relieve the parents anxiety about it. Other sessions have included a science fair preparation night (where McReynolds familiarizes parents with th e scientific method through a fun airplane-making family activity); a session that explains the school grading system; and a field trip to a dinosaur exhibit at a nearby museum. Communicating. An open-door policy allows parents to come into the classroom at any time. In addition, McReynolds offers regular communication through two newsletters. Those newsletters include information about the concepts that are being taught, how those concepts can be reinforced and practiced at home, a schedule of after-school help sessions, and news about a special citizenship program in which kids earn points for positive behaviors. The newsletters also include news of upcoming in-service sessions and special projects parents might want to get involved in. Parental involvement programs, if they are to be effective, must include parents in all aspects of a childs education, Parents must be involved as teachers, learners, supporters, and advocates for their children (Hopkins, 2004). Families can get involved in their childs education by just overseeing their childs homework (time), Limiting time spent watching T.V., Providing support for educators and taking advantage of opportunities to become more involved with school administrations and policy development. Suggestion for teachers to get parents involved is to help parents understand why it is so important to their children school success. Give parents specific thing they can do to be involved. Take time to assess current practices in your school before embarking on a program for parental involvement. Develop a long term plan for a parent that includes evaluations of their childs success. Teachers need to communicate with parents and encourage parents to provide inputs on policies that affect the education of their children. 1) Teachers need parents help! Teachers are over worked and overwhelmed and in need of our help. Even if it is the smallest amount of help. 2) All parents should volunteer at least five times in a school year. 3) Parents also need to know school is a learning environment and not a day care. Parents need to remember even when their children are at school they are still your children, take responsibility in their education. 4) The more parents volunteer, the more educated you are about what is going on in the school. Parents should be an example to their children, show them the importance of education through your actions, not just your words. 5) Kids copy what they see you do, show your children how important it is to be involved parent by being one yourself. 6) All parents should know the old saying It is better to give than to receive. Giving always feel good. 7) Majority of the schools budgets are being cut, as parents we can help schools save money by donating our time, talent and treasures. 8) Parental involvement also gives you the opportunity to voice your opinions on school matters. Who said it is better to be seen and not heard? 9) With all the violence in school today being an involved parent will allow you to keep up with the issues and problems. Parents need to keep their ears and eyes open while at school and you will be surprised at what you will find out. 10) Lastly, parent need to know that their children are only young once. Do not miss out on the opportunity to create memories that will last a forever. Children will not remember that toy you gave them but they will remember all those times you became involved in their education. In conclusion, the most important person in parental involvement is the child. Anything that the parent can do to assist their child is worth it all. Special importance should be on producing ways of helping children, families, and schools work together to supply students with the advantages to put their best efforts forward. It is very clear that parental involvement is very profitable to a child learning environment.

Essay --

Slaves wanted freedom. They wanted to get away from their malicious and abusive owners, reunite with their families, and have a chance at a new life. The Underground Railroad gave them that chance. Before the Underground Railroad, slaveholders became accustomed to the use of this cruel system in which they called slavery, where slaves were often treated worse than farm animals. Slaves were forced to live in terrible conditions, where they were crowded into poorly built huts, exposed to both the freezing cold and extreme heat, worked from sun up until sun down, and were malnourished. Slaves could also be subjected to torturous punishments at the will of his or her master or overseer. As a southern judge once decreed, â€Å"The power of the master must be absolute.† Slaveholders would even aim to break up slave families just so that their absolute control would never waver. (Landau) It is believed that the system of the Underground Railroad began in 1787 when a Quaker named Isaac T. Hopper started to organize a system for hiding and aiding fugitive slaves. The Underground Railroad was a vast, loosely organized network of people who helped aid fugitive slaves in their escape to the North and Canada. It operated mostly at night and consisted of many whites, but predominately blacks. While the Underground Railroad had unofficially existed before it, a cause for its expansion was the passage of the 1850 Fugitive Slave Act. The 1850 Fugitive Slave Act allowed for runaway slaves to be captured and returned within the territory of the United States and added further provisions regarding the runaways and imposed even harsher chastisements for interfering in their capture (A&E). The 1850 Fugitive Slave Act was a major cause of the development o... ...d and inspired blacks to do something about the situation that they were being given, and so they did. Blacks and whites came together to fight on the same side, to fight for the abolishment of slavery. This coming together is what caused the Underground Railroad to expand and evolve, but none of it would have ever happened, or at least not as fast as it did, without the passage of the 1850 Fugitive Slave Act which brought blacks and whites together. In this way the 1850 Fugitive Slave Act was a major cause of the development of the Underground Railroad because it caused people to realize just how cruel slavery was, which invoked an increase in the support and aid of the strong, free, black population, who were a crucial component to the Underground Railroad, as well as abolitionist and anti-slavery white, resulting in the expansion of the Underground Railroad.