7 Core Army Values and What They Mean to Me Essay Sample free essay sample

The seven nucleus ground forces values are broken up into Loyalty. Duty. Respect. Selfless Services. Honor. Integrity. Personal Courage. The first of these is trueness ; Loyalty to me is maintaining your word or endorsing up or swearing a friend even when others do non. I think trust is a large portion of trueness. You can’t anticipate person to be loyal to you if they can non swear you. In the ground forces facet I believe it is comparatively the same but in leading function or more nerve-racking state of affairss. The following ground forces value is duty. Duty is in the ground forces value fulfilment of your duty. carry throughing undertaking given to you and taking duty. In the manner I view responsibility is similar yet I view responsibility in less of militaristic manner. I see duty as what your exposed to make without kicking or doing negative positions on the issue. We will write a custom essay sample on 7 Core Army Values and What They Mean to Me Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Another ground forces value which is following is respect. In the ground forces value definition for regard is to handle others the manner you would be treated and that regard is giving trust to another individual other so your ain. To me personally respect is tolerance for the person’s background or positions and accepting him/her as being an equal member of the human race or of creative activity. The following ground forces value is altruistic service. In the ground forces values altruistic service is giving your all for a higher or even lower power and thought of person or something other so your ain. To me altruistic service is the pattern of giving without anticipating anything in return. Another ground forces value is honor. Honor is in my position the biggest thing to me. In the ground forces value award is moving out each of the value with everything you have. award to me is self-discipline. it is a agency of regard to my household and friends. to let yourself to non be beaten by the frights and devils of world. The following ground forces value is unity. In the ground forces value unity is making the right thing for the right ground when no 1 is watching. In my personally viewpoint unity is similar to the ground forces values but To hold unity means that you do the right thing. do the right picks. without anyone observation. Equally good as lodging to your ideals. The last of the ground forces values is personal bravery. Personal bravery in the ground forces value is pretty self explanatory but it is to confront fear danger or hardship physically and morally. Which goes along the same lines of what I believe personal bravery is giving your ain ego ideas and actions into something else without believing about it. In these ground forces values I see and believe that all the ground forces value are morally similar to the same ethical motives in the existent universe in a military positions. I achieve my similar life ends utilizing to the same ethical motives and values that is expressed in the military and the existent universe.

Claritas CFA Exam Essays

Claritas CFA Exam Essays Claritas CFA Exam Essay Claritas CFA Exam Essay PROFESSIONALISM AT EVERY LEVEL Among the countless finance degrees around the world, the Chartered Financial Analyst qualification has become the gold standard. Financial Times, 13 August 2010 Professionalism at Every Level the [emailprotected] charter Having the right employees in place is key to ensuring success. As the global marketplace becomes increasingly competitive, employers are using the CFA charter to identify the most qualified Job applicants and the most committed employees. The building blocks of the CFA charter are firmly grounded in the CFA Program curriculum, a comprehensive framework of concepts that CFA charterholders will use at all stages of their careers and in many areas of specialization. The curriculum evolves each year to include new tools, ideas, and concepts that reflect the dynamic and complex nature of the global finance profession. The custom curriculum is based on an extensive and ongoing global practice-analysis process that relies on input, discussions, surveys, and reviews from thousands of active practitioners and CFA charterholders. Charterholders stand out from the crowd because they have demonstrated that they have tenacity and are able to go through a rigorous program nd study hard: it shows a certain type of personality that definitely performs well. Peter Jakobus, CFA Senior Manager Ernst Young Frankfurt, GERMANY 2 www. cfainstitute. rg curriculum topic breakdown by exam level PORTFOLIO MANAGEMENT AND WEALTH PLANNING EQUITY INVESTMENTS FINANCIAL REPORTING AND ANALYSIS FIXED-INCOME INVESTMENTS ETHICAL AND PROFESSIONAL STANDARDS DERIVATIVES ALTERNATIVE INVESTMENTS QUANTITATIVE METHODS CORPORATE FINANCE ECONOMICS Level I Level II Level Ill Hong Kong, CHINA 3 Exceed Expectations Hire a CFA Charterholder Since its introduction, the Chartered Financial [emailprotected] (CFA) charter has become one of the most respected and recognized professional credentials in the world. Earning the CFA charter demonstrates a mastery of the analytic and decision-making skills needed in todays fast-evolving and competitive workplace. In addition, by pledging to uphold the CFA Institute Code of Ethics and Standards of Professional Conduct, CFA charterholders commit to the highest standards of professional excellence. The CFA designation is a mark of distinction that is globally recognized by employers as well as a host of other organizations. Regulatory bodies in many countries recognize he CFA designation as a proxy for meeting certain licensing requirements. More than 125 distinguished colleges and universities around the world have incorporated a majority of the CFA Program curriculum into their own courses. The CFA Program has been benchmarked as being comparable to masters degree levels in finance in the United Kingdom. Professional ethics is one of the most important traits that global employers look for when they are hiring. Dr. Bruce wonti Lee, CFA President and CEO Allianz Global Investors Korea Limited Seoul, SOUTH KOREA 4 5 access ability and experience The cfa charterholder A charterholder exhibits professional characteristics and career traits that meet employer needs, regardless of the specialization or field. CFA Institute has a variety of resources to assist interested employers with finding highly qualified candidates: A CFA charterholder is: Jobline: A targeted, online employment search tool for Job seekers and employers (www. fainstitute. org/HireCFA). Credible: Has demonstrated a mastery of a comprehensive body of knowledge, fulfilled four years of on-the-Job experience, and adheres to a code of ethics. Committed: Has dedicated 300 hours of study to ach of three levels of rigorous examinations. l Current: Has access to continuing education and lifelong learning resources. Connected: Is a member of a network of more than 100,000 investment professionals in more than 100 countries. Based on the Ju ne 2011 Post-Exam Candidate Survey. CFA Institute Research Challenge: As sponsors, employers gain access to the best and brightest university students competing in a global equity research challenge. Local Societies: CFA member societies support the mission of CFA Institute around the globe by maintaining Job boards, hosting networking events, and supporting continuing ducation. CFA charterholders are experienced, well-rounded, and versatile professionals, and the breadth of knowledge gained from completion of the CFA Program has applications across the investment industry and around the world. harterholder experience Portfolio Managers 22% charterholder occupations 5 Years or Less 24% 6-10 Years Research Analysts Chief Executives 11-15 years Consultants 16-20 years Risk Managers More than 20 Years 17% 29% Not Applicable 4% Relationship Managers, Sales Marketing Financial Advisers 7% Corporate Financial Analysts Investment Banking Analysts Other ex. rader, auditor, broker, academic charterholder Locale 2% 2011 candidate locale 65% North America Europe Asia Pacific Africa Middle East Latin America Caribbean 15% 33% 43% Data are based on self-reported demographic and employment data as of 1 August 2011. Percentages may not add to 100% due to rounding. www. cfainstitute. org 7 Promote Professional Excellence Encourage Enrollment and Support Candidates Both employers and employees recognize the value and benefits of the CFA designation. In addition to hiring charterholders, many firms encourage staff members to pursue the charter and support them in their studies. There is no one way to help candidates prepare for the CFA exams, and candidate management will differ across firms and business areas. As you create your employee development programs, you may find it helpful to know that some CFA candidates receive benefits from their employers. l Some of these benefits include: Paid study leave Reimbursement of enrollment, registration, and prep-provider fees Offer of a bonus payment for passing the exams and earning the charter Internal study groups Mentoring programs The person who interviewed me at my firm is a charterholder, and my direct boss is also a harterholder, so they know the effort that was put in, the knowledge gained, and the edge that it gives you. Rana Atallah, CFA Assistant Vice President, Asset Management National Bank of Kuwait Capital Kuwait City, KUWAIT Based on the June 2011 CFA Program Candidate Survey. 8 9 Daniel Gamba, CFA New York, UNITED STATES Salvador Avila 10 CFA Institute Global Association of Investment Professionals World economies and markets depend on widespread trust. This responsibility†the trust bestowed on investment professionals†informs the core of the CFA Institute organizational mission: To lead the investment rofession globally by setting the highest standards of ethics, education, and professional excellence. CFA Institute is a global, not-for-profit organization comprising the worlds largest association of investment professionals. With more than 100,000 members and many regional societies around the world, CFA Institute is dedicated to developing and promoting the highest educa- tional, ethical, and professional standards in the investment industry. In addition to the CFA designation, the educational and career resources offered by CFA Institute include the Certificate in Investment Performance Measurement ([emailprotected]) designation. The organization is also a leading voice on global issues of fairness, market efficiency, and investor protection. CFA Institute and its predecessor organizations have been setting standards of excellence for the investment industry since 1947. I have several employees who are now in the process of pursuing the CFA charter and we support that at BlackRock: we fund the CFA Program for employees interested in the challenge of earning it. Managing Director Head, Latin America and Iberia Business BlackRock, Inc. 11 Every year we see more and more firms demand he CFA charter or significant progress in the CFA Program. For more information, visit www. cfainstitute. org or e-mail [emailprotected] org. Sam Levine, CFA Executive Recruiter The Buttonwood Group, LLC Michigan, UNITED STATES CHARLOTTESVILLE LONDON 560 Ray C. Hunt Drive Charlottesville, Virginia 22903-2981 USA 800-247-8132 Phone (USA and CANADA) +1-434-951-5499 Phone (outside USA and CANADA) 7th Floor 131 Finsbury Pavement London EC2A INT, UNITED KINGDOM NEW YORK 477 Madison Avenue 21st floor New York, New York 10022 BRUSSELS Square de Mees 38/40 1000 Brussels, BELGIUM BUENOS AIRES Opening in 2012

Emma & Sam Essay Example | Topics and Well Written Essays - 1000 words

Emma & Sam - Essay Example While making an order, in respect of spousal support, the judge will take into consideration, various factors, such as; first, the duration for which the couple had been married. Emma and Sam had been married for 8 years. Fifth, the obligations and assets of each party. Emma and Sam have three minor children. Two of these are with Sam, and one of them is with Emma. These are their obligations. Their assets, are real estate holdings in California and Nevada; and Emma is the beneficiary of a $10 million dollar trust. Sixth, the history of the manner, in which they had addressed their financial needs, during their marriage. All expenses were borne by Emma, as she was earning a substantial amount. Sam as an unemployed musician had chosen to look after their children (Self - Help Center, 2010). In instances of dissolution of a marriage, the following are taken into consideration by the courts. First, the date of separation, which is determined by the actions of the husband and wife, or their intention (Cutoff Date as the Date of Separation, 2010). In our case, Sam proceeded to their Nevada family vacation house, six weeks ago, and informed Emma that he would initiate divorce proceedings against her. Second, the community property, which in our case would consist of all the assets created from Emma’s earnings, subsequent to their marriage and prior to their separation. While dividing the properties, and confirming the liabilities of the parties, the court shall classify the liabilities as separate or community; and assign them appropriately (Family Code). Sam informed Emma that he had obtained a Nevada residency certificate, and that he intended to file divorce proceedings in Nevada.

In-school Suspension and Off-school Suspension Essay

In-school Suspension and Off-school Suspension - Essay Example On the other hand, out-of-school suspension (OSS) is an act to keep away the student from school for short-term periods (Saint Helens , 1998). This temporary keeping away of the student is in lieu of investigation that can lead to removal of the student from the school itself, or pending the implementation of some definite measures such as internment through the action of the court, or mental or physical assessment. When the student is suspended, he or she is informed of the acts that constitute the charges, and also the fact of suspension on account of these charges (Saint Helens , 1998). In-school suspension (ISS) has several benefits over out of school suspension. An obvious important benefit is that the student does not have to break off his or her learning by being suspended from the school. The benefits of ISS include (District of Columbia , n.d.): The students who face suspension continue to be taught though in an atmosphere that is restrictive. Everyday they are also provided counseling individually and in a group. They are provided with the opportunities at identifying remedies for their problems (Collins, 1985). The objectives are to pro-actively lead the students to come back to the normal group of students as fast as possible and lastingly too, raise self-worth, heighten the consciousness of oneself, and lessen the troublesome and disorderly conduct. A change in outlook of these students to those who are in authority, increasing their capacity to identify their own strong and positive abilities, enhancing their confidence to own up and be responsible for their actions and improving those areas that they lack or are deficit in (Collins, 1985). They are also encouraged to seek ways to resolve any problems that they may have at home. Attendance is not improved by ISS and it shows a high recidivism rate. However, ISS does not seem to show a decline in disruptive behaviors especially in those students who have behavioral disorders (Yancey, 2001). According to Stage (1997, p.72), "There were no apparent effects of the in-school suspension interventions on classroom disruptive behavior, since there were no systematic differences in disruptive classroom behavior by in-school suspension phase. In fact, the rate of student disruptive behavior remained rather constant across the four in-school suspension interventions, indicating that no type of in-school suspension generalized to classroom behavior any more efficaciously than another" (cited in Yancey, 2001). Pros and Cons of OSS OSS is resorted to mostly in offences that are both trivial and avertable like breaking of the rules of the school which actually does not in any way pose a threat or lead to any violence; at best this is a device to retain a safe school environment (Bruns, Moore, Stephan, Pruitt & Weist, 2005). On the contrary, there are clear indications that OSS, in

Ambivalent Attitudes Toward Abortion In A Postmodern Society Religion Essay

Ambivalent Attitudes Toward Abortion In A Postmodern Society Religion Essay The Christian response to abortion in our western culture has been a matter of preserving the sanctity of life. Although it would seem to be cut and dry to a Christian that abortion violates that sanctity of life, it continues to face constitutional evolvement, differing worldviews, the scrutiny of the more liberal medical profession, and school text books for Christians. All of these concerns illustrate a wayward compass, lacking the ability to find true north. Society continues to weigh the simple yet complex definitions of personhood. Abortion is purported to be morally justified by pro-choice advocates in the postmodern culture. The question of what is right or wrong continues to be argued on both sides of the issue. For instance, the religious community cannot reach agreement, cites Rothstein and Williams (1983), on what a person consists of or when a person begins life. This paper will contend that the postmodern attitude towards abortion in a theistic society has been characterized as ambivalent and such that a society, exposed to liberal schools of thought, and changing modern and family values, errs on the side of science and convenience. Further, decision makers on the pro-choice side have used their agenda to further their secular beliefs through education, and a cavalier approach to sex which gives rise to sexual promiscuity. Additionally, there have been declines in moral thresholds, church attendance, theological literacy, and respect for gender roles in the family. Ambivalent Abortion Attitudes in a Postmodern Theistic Society Disputes over abortion are usually very heated due to the involvement of conflicting worldviews. Abortion is going to have difficulty attempting to reside within a Christian worldview, based purely on their opposing logic. Furthermore, abortion can comfortably maintain itself within the worldview of liberal postmodernism. Challengers of abortion are aware that they are supporting the rights of human life even though they may not be cognizant that they are also supporting the Christian worldview. Also, supporters of legal abortions identify that they are securing a womans right to choose even though they may not be completely aware of their support to the postmodern worldview. A worldview adds perspective and helps us identify with the world around us and how we deduce and appraise not only what we see but how we perceive ourselves to our understanding of life. Religion has the ability to hone a persons worldview, which starts to develop and institute moral perspectives. Religion serves as a main source for determining right and wrong, good and bad, just and unjust (Durkheim, 1954 p. 43). In order to have a credible understanding of the postmodern view on abortion which will be discussed next, both opposing views must be examined in order to explain why a postmodern view in a theistic society would embrace a pro-abortion stance. This will explain the difficulty in finding a common ground, in regard of the issues of abortion, and why conversion at this point is not viable especially since postmodern tenets lean toward the secular decision making. Comparative analysis of postmodernism and theistic views: Man is a created being and has a composition pre-determined by an intelligent and purposeful design, as opposed to the secular contention where mans indiscriminate evolvement has no predetermined nature or design. Man is an immortal spirit being in which dwells a mortal body, compared to the secular point of view where man is wholly a physical animal and or machine. Moral law governs universally through marriage, sexual activity, and family, while secularism sees morality as culturally and or individually determined. Luker (1984) sites these differing views as conflicting, pro-choice activist women share almost no common premises and very little common language with antiabortion activist women; in particular, the worldviews and conceptions of motherhood held by the two different groups of women are antithetical (p. 2). The cultural war on abortion has many fronts and those who adhere to liberal postmodernism or answer to liberal postmodern ideology are likely to frame lawful abortion as a set of rights or privileges for the women who in many cases become pregnant carelessly. Hauerwas, author of Theologically Understood, says that liberals not Christians in America are tempted to think of issues like abortion primarily in legal terms such as rights. He explains rights as an agreement between members in a society who have nothing in common and in this context the prolife plus prochoice factions. Hauerwas states that within a liberal society such as ours, the law functions as a mediator of such disagreements. He gives an example of our system of law by saying, Why do Christians call abortion, abortion and that is to say why Christians think that abortion is a morally problematic term? (Hauerwas, 1991, p. 5). Hauerwas demystifies years of elusions by calling abortion, abortion which is already an achievement based on principles. Pro-choice is pro-abortion using the phrase termination of pregnancy, the postmodernist has reduced the churchs involvement and reallocated the moral responsibility onto the medical profession. For most of the twentieth century, abortion was removed from public scrutiny by defining it as a question of medical judgment (Emerson, 1996, p. 44). By circumventing the church we can easily foretell any future decision making within a postmodern society towards abortion. By defining that mistake as take God out of anything and it dies as pointed out here by Nietzsche, parable of a madman Do we smell anything yet of Gods decomposition? Isnt this the crux of postmodern wisdom which is inserting Gods insignificance into the minds of our youth? A culture cannot lose its philosophic center without the most serious of consequences, not just to the philosophy on which it was based but to the whole superstructure of culture and even each persons notion of who he or she is. When God dies, both the substance and the value of everything else die too (Sire, 2004, p. 211). This leads to the next point on Postmodernisms thinking on the sanctity of life, which has created a pro-abortion crisis in America. In the United States alone the abortion rates have increased from 898,000 in 1974 to 1,533,000 in 1980. These figures indicate that on an average day in Washington D.C., abortions are outnumbering live births. Twenty-five percent of all pregnancies are terminated in this manner and forty percent among teenagers. Approximately twenty percent of all women in the United States have had a legal abortion. Sixty percent were under twenty-five years of age, and eighty-two percent were unmarried at the time of their abortions. Sixty-nine percent of these individuals were white. This is the latest available information provided by researchers by the Henshaw, Koonin Smith Institute (1991). The above information shows the influential state and the wide acceptance of abortion and its use as a solution rather than as a last resort. Another way we see secular conditioning, is through what we read, which raises the question are we neglecting to effectively provide enough alternatives to abortions, such as adoption? For a number of generations we have been stealth fully preconditioning society by removing God from public education. Here for example a member of the Texas board of education is reported saying There seems to be a misinformed view of religion in American history, that America is somehow founded on Christianity, and Mize said, We just ask that things be historically accurate (Castro, 2010, Â ¶7). That certainly lessens the burden of trying to understand a postmodern view towards the ultimate decision to dismiss life, since a form of preconditioning has shown a dismissive attitude towards abortion. The textbook often provides the central focus and organizing framework for courses, and students, in turn rely on textbooks as their most readily available source of information about the course topics (Geersten, 1977, p. 102). Postmodern theists are also finding difficulty with the abortion issue when it comes to their education as pointed out here, Evangelicals for the most part tend to adhere to their education group rather than their religion with regards to their abortion attitudes (Schmalzbauer, 1993, p. 6). Education will no doubt reconstruct the minds of our youth as pointed out by Evans when he commented on Wuthnow, 1988 education is a more powerful opinion structuring force than religious discourse itself, and most studies find that the more education a respondent has, the more liberal his or her abortion attitudes (Evans, 2002, p. 418). This helps answer why a postmodern society raises and nurtures its most influential citizens into embracing such secular ideas as Humanism, Naturalism, and Theistic Existentialism. Postmodernism is here to stay and to evolve. It is a major paradigm shift that has vast and deep impact on the world. When modernity hits hard on Christianity, many sociologists predict the inevitable demise and even eradication of Christianity by secularism (Bruce Steve, 1996, Â ¶5). Also having the primarily secularists controlling how textbooks are written and studied can only point to the trickling down effect of God within the hearts of men. By the mid-1990s abortion had been legal for two decades, and the population had become more educated and more secular, and other sociodemographic trends found abortion increasingly acceptable (Strickler Danigelis, 1999, p. 188). There should be equal worry over issues which are of immediate concern for all such as poverty, global warming, aids prevention, war, and more. All of these are of equal value and worth investigation and debating, but abortion is not equated with the same balance of equality. Given the recent numbers of elective abortions, 1,533,000 in 1980 as sited earlier tell us that there are many women who continue to share ambivalent feelings toward abortion. I was pregnant, I carried two unborn children and I chose, for completely selfish reasons, to deny them life so that I could better my own (Flodin, 1990, Â ¶3). If we are going to find a way to bring back the sanctity within our society, we must implement formal instructions in morals and principles as an essential component of the public school curriculum. Secularism campaigns alongside ambivalence; in America we become too complicated with our competing convictions? The answer lies in our public school system which according to the first amendment, Public schools may not inculcate nor inhibit religion. They must be places where religion and religious conviction are treated with fairness and respect. Public schools uphold the First Amendment when they protect the religious liberty rights of students of all faiths or none. Schools demonstrate fairness when they ensure that the curriculum includes study about religion, where appropriate (Haynes, 2010, P.1). An upward battle will continue as long as postmodernists maintain a distant relationship with God. Teachers are permitted to wear no obtrusive jewelry, such as a cross or Star of David. But teachers should not wear proselytizing message (e.g., Jesus Saves T-shirt). (Haynes, 1999, p.7). Here is an example of secular reasoning, Attorneys for Kandice Smith, a sixth-grader at Curry Middle School in Walker County, Alabama, filed a lawsuit in federal court to overturn what they called an unconstitutional dress code. In August, the school banned cross necklaces as part of its new dress code claiming they are gang symbols. School officials threatened to discipline Smith if she didnt hide the cross under her clothes. (Rock star, 1999, Â ¶4). As long as the cross is reviewed as a gang sign abortion will always be consider as a first option. Postmodern societies lean towards abortion as a first consideration rather than as a last resort because it rests in their understanding of God. The postmodern cultures, bible illiteracy clearly exemplifies the ease in which abortion decisions are made, and how religious freedom can be extrapolated from law to err on the side of the secularist, consequently making the first amendment null and void. In conclusion, how can a Christian in a postmodern society consider abortion not as a viable solution to a complex moral issue? The abortion debate has polarized Americans like no other national problem. The abortion issue has created a vast partitioning across Americas cultural, and religious lines, which is also evident at the individual, political, and ecclesiastical levels. How then can a Christian in a postmodern theistic society protect forty percent of future teenage abortions in a society which is profoundly secular given the tenet that abortion is a right? This certainly points to a valid concern held by many Christians, and alludes to a valid misrepresentation on prolife options within our school textbooks. From 1988 through 1993 sampling 27 textbooks representing 16 publishers covering a period of 6 years (Kathy Shepherd Elaine Hall, 1994, p. 267). They referenced topics such as, abortion and legal cases such as Roe v. Wade, pro-life, birth control, teen pregnancy, and reproduction. Citations for abortion were indexed more than 60 times and adoption citations were indexed under 13 headings. Also with this study acknowledgement to abortion was tendered 4 times more page space than adoption. The Humanist manifesto will continue as long as Gods heritage is denied in public school courses. This is happening all across America, schools are simply not teaching about God, and by leaving out His heritage the significance of abortion will continue to all future generations. A theist in a postmodern society must find a way to respect the law of the land that does not mean they take part in it nor does it mean they have to protest, through legal channels its validity. If we are to be effective on the other side, we ourselves will have to become less modern and more postmodern-not completely of it, of course, but more completely in it. (McLaren, 2000, p. 168).

The U.S. Education System and Adolescent Students At-Risk Essays

The U.S. Education System and Adolescent Students At-Risk In an age where getting a good education is increasingly a predictor of future success and stability, many of our youth are at-risk of falling behind in classes and dropping out of high school. Approximately half of all American adolescents engage in activities that put them at-risk and endanger their ability to succeed (Lingren, 1997). Not all of these adolescents will drop out of high school or end up on the streets, but a substantial number of them will not reach their potential in school and may carry feelings of failure with them the rest of their lives. Adolescents spend approximately seven hours a day, five days a week, in middle and high schools, making schools a logical place where at-risk adolescents might receive help. Realizing that this is a crucial time in their development, educators have instituted numerous school programs targeting these adolescents to help them succeed and catch-up to their peers. This paper will focus on adolescents who are at-risk educationally, and what strategies have proven effective at preventing dropouts and helping them catch up to normal levels for their grade. It will examine theories about how adolescents become at-risk, the needs of these students, several models of intervention, and overall characteristics of successful programs. Although most definitions of â€Å"at-risk† include individuals with severe learning disabilities and the mentally handicapped, this paper will focus primarily on students who appear to have the capacity to catch up to their grade level, and who are at-risk because of behaviors, environmental factors, or because they were not given meaningful instruction at an early age. Some observers estimate that â€Å"... ...mpscott, Massachusetts: Watersun Publishing Company, Inc. 17. Sanders, M. G. (2000). Schooling Students Placed At Risk: Research, Policy, and Practice in the Education of Poor and Minority Adolescents. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers. 18. Slavin, R. E., Karweit, N. L., & Madden, N. A. (1989). Effective Programs for Students At Risk. Boston, Massachusetts: Allyn & Bacon. 19. U.S. Department of Education (2003). Electronic source: Official U.S. Dept. of Education website: http://www.nochildleftbehind.gov/ 20. Washington, V. (1995). Project Head Start: Models and Strategies for the Twenty- First Century. New York, New York: Garland Publishing, Inc. 21. Wehlage, G. G. et al. (1989). Reducing the Risk: Schools as Communities of Support. Philadelphia: Falmer Press

Macbeth Compared to Hitler

Although literature is fiction, often the conflict in a work will be strikingly similar to that of a real event. For example, the central issue of the abusive dictatorship of Macbeth in Macbeth, by William Shakespeare parallels that of the terrorizing dictatorship of Adolf Hitler during the early part of the Twentieth Century. In both of these horrible situations, there is a similarity in the challenging rise to power each must go through, their traumatizing dictatorships which destroyed many lives, and the treacherous downfall which ultimately led to their demise. Macbeth and Hitler were both loved by their people, but both charismatic leaders manipulated the people to gain power. Macbeth was respected and loved by the King and the people of Scotland. When the Thane of Cawdor lost his battle, the King of Scotland decreed him to death and elected the victorious General Macbeth to the position of Thane. Duncan said to Macbeth once he was Thane of Cawdor, â€Å"My Worthy Cawdor† (1. 4. 54). Duncan respected Macbeth and trusted him as Thane of Cawdor Macbeth had previously been visited by three witches when he was with Banquo and was told that he would never become king. The witches said to Banquo that Macbeth will never be king and the King’s sons would eventually become kings and rule the land. Macbeth was jealous and knew he had to kill the king in order to gain power. Lady Macbeth and Macbeth created the plot to kill Duncan and seize power through force. Their plan was to kill Duncan and blame it on the guards by putting the bloody daggers in the hands of the guards. Lady Macbeth and Macbeth followed through with the plan and Duncan's sons ran away. Then Macbeth turns around and blames the sons because they left right when Duncan died. The people of Scotland believed the story and Macbeth falsely gained respect from the people and gained power. In a similar parallel, Hitler too gained power by manipulating the people of Germany to earn their respect. Hitler and his country were in the middle of an economic depression during the early Twentieth Century, and this was a ripe time for a charismatic leader to emerge. The times were tough for the people of Germany and Hitler saw that he could gain power with a little manipulation and appealing to the desperate people’s needs. Hitler ran for president and made many hopeful, inspirational speeches to large crowds of people. When Hitler was in his campaign to regain power in the Nazi party, he threw a speech in a large hall. People were amazed at how well he spoke and seemed to know their problems and were inspired. â€Å" Former party leaders, who had come only to watch, now marched onto the platform, shook his hand, or embraced him. †(Stewart 46). The German people fell in love with him and followed his political rise very closely and supported his message. Even though Hitler lost two close political races to Paul von Hindenburg, he ended up succeeding him in office when von Hindenburg died and made it possible for Hitler to become president. Hitler needed more support to legalize his Nazi party. In order to gain more support, Hitler set fire to the Parliament building in Germany. The German people were scared and Hitler told the public that the communist had set the building on fire. The people falsely believed him and had trust in Hitler giving him more power than ever before. Macbeth and Hitler’s dictatorships were both terrorizing and frightful, especially to the two groups of people they ruled. When Macbeth was in power, he was paranoid of a conspiracy being launched against him. Macbeth was so paranoid that he had spies in every house, and killed many innocent people. Macbeth feared that Banquo, his friend, was talking about him and grew weary of him. He hired three murderers to kill Banquo once he set off from Macbeth’s kingdom. Macbeth thought he saw Banquo’s ghost and thought that it came back to haunt him. Macbeth seemed to have been losing his mind and he was guilty of Duncan’s death. Macbeth killed his own friend because he thought Duncan was trying to take power back. He had been so paranoid that he had a spy in every house to report of any conspiracies among the people. If the spies would hear anything, Macbeth would kill those who the spies reported back on. Hitler’s dictatorship was long, terrifying, and stressful. Hitler was in the middle of a war when he was in power. He had the whole world fighting against him as he was trying to gain control of the whole world. Hitler had been so stressed and tired from war that he was mentally unstable. To cope with the long and stressful war, Hitler took drugs. The drugs made him an even worse and cruel dictator. Hitler started genocide in his home country. He persecuted the Jewish population and put them in extermination camps. This dilemma was known to be the Holocaust. Hitler killed six million innocent Jewish people. Hitler and the Nazis soldiers burned, shot, and gassed the Jews. Once in a concentration camp in Germany, the Nazis said â€Å" Beat Those Jews†(Rees 179). Hitler made the Germans and Nazis convinced that they should kill many innocent and harmless people. Hitler grew weary of conspiracy. He thought people were out to get him. Hitler created the Nazi police. The Nazi police were run by Himmler. The police ran on the principles of â€Å"If you don’t speak you don’t get hurt†. The police insured that no one was speaking against Hitler and his political decisions. Macbeth and Hitler both had a treacherous downfall. Macbeth was mentally unstable and he was making poor decisions. Macbeth was being attacked from Birnam Woods by the English army and Macduff. The prophecies were coming true that the woods would walk to Macbeth’s kingdom and kill him. The English army picked up branches to disguise themselves and hide their numbers. Macbeth and everyone were falling apart and knew they were going to die. Lady Macbeth knew what was coming, and had enough of Macbeth and his terrible reign and took her own life. When Seyton heard a cry from the castle, he found that she died. Seyton said to Macbeth, â€Å" The Queen, My lord, is dead†(5. 5. 16). Macbeth had lost everything he lived for and his kingdom. Macduff found Macbeth for a standoff. Macbeth accepted his fate and fought with courage. Macbeth died and Malcolm took the crown and became king. Hitler’s downfall was treacherous and lethal. Hitler was in the middle of a war and his army was weakening. The allies were closing in on him and his nation was being destroyed. Hitler was so stressed from the war and all of his struggles that he became crazy and addicted to drugs. While he was in reign, he had 42 assassination attempts against his life. Many of the attempts were from his high ranking generals, and political powers. The people could no longer take what he was doing to the country. Hitler took his own life by shooting himself. Macbeth and Hitler’s rise to power, dictatorship, and downfall are similar but occurred in different times. Hitler and Macbeth were both loved by people of their country. They both manipulated facts and used this to gain the people’s trust and respect. Both Hitler and Macbeth killed many innocent people. Both men were involved in war. Ultimately, both Macbeth and Hitler were both attacked from various forces. Both men accepted their fate and died. Hitler killed himself, and Macbeth died in his last stand against Macduff.