[Guest Post] Down the River

[Guest Post] Down the River Read another post by Sharon here. That’s right, I’m talking about the H-word, Harvard University. I’ve found myself going to Harvard Square a lot more than usual this past semester. Despite not dual-enrolling in a class, I did have the chance to take a class (D-Lab: Development!) with several Harvard University students this fall semester, learning a lot more about Harvard’s various academic and social scenes. Some initial reactions I had: Harvard academic interests are FAR more diverse (social studies majors, anyone?). As a result, there are far more policy and politics-oriented clubs, as well as a lot more political activism and general awareness on campus. A lot of campus politics seem to have more student-driven input than at MIT (though there has been a history of MIT students clashing with administration, these instances are rarely met with as much protest as Harvard has had over, say, the HUDS cafeteria workers, single-gender social clubs, or affirmative action). Harvard Square has a lot more family-owned businesses and trendy food destinations in general. I mean, Shake Shack, Bonchon, Santouka, Border Cafe, Pokeworks, and Boston Burger Company all in the same square? It’s hardly fair. There is a visible trend of overpriced food around Kendall and Central due to the proximity of biotech companies to MIT campus (possibly for recruiting reasons or close relationships with MIT research facilities) that drives out smaller businesses.  Then again, Crema Cafe recently closed to open Blue Bottle, and Momofuku Milk Bar just had their grand opening, so there’s definitely a movement of even more stores out of the Cambridge area, probably due to  the cost of rent. It’s really unfortunate, and I’m crossing my fingers that local support will allow a lot more of the stores to stay open. Harvard’s architecture is objectively very pretty. It’s really nice to wander around Harvard Yard when it’s snowy out,01 My friend and I did this during WECode and launched into a debate about the economics of having a Harvard student hold a sign in the cold for an hour vs. purchasing a sign holder. when the leaves turn colors in the fall, or honestly in any season. On top of all that, here are a few more reasons why visiting Harvard can be a wonderful experience: Harvard Square events:  Harvard Square (as an organization!) hosts events throughout the year, from an annual free chocolate festival to free concerts and poetry slams. There are also free talks at the Harvard Book Store that are advertised every so often. Museums:  There are so many awesome museums, including the Harvard Museum of Natural History (SO MANY BIRDS and cute animals) and the Mineralogical Geological Museum, which features one of the largest collections of rocks and gemstones I’ve ever seen. Some cost money, some are free, and some are free on certain occasions.02 Over the summer, there were free museum hours during the Summer Solstice Festival at Harvard. Social events (???):  Harvard parties are a thing that exists. I usually hear more about Harvard students coming to MIT parties than vice versa, but a change of scenery is nice and meeting different people (and checking out different dorms/clubs) is also a cool experience. Free transportation:  MIT students get free access to the M2 bus with a Harvard ID card! These can be obtained by signing up at one of the Harvard libraries (and apparently they’re available to a pretty large number of local and non-local universities.) Say goodbye to the $5.50 round-trip T fare! Libraries (as study spots):  Even without a Harvard ID card, MIT students are free to use the libraries with a day-pass.   Cheaper food:  For the price of going out in Boston, Harvard Square has a lot of cheap food. It also helps that there’s a bunch of apps like Snackpass and Food for All that offer student discounts and special deals. $5 poke bowls, anyone? Interesting classes:  The Harvard QGuide is only open to Harvard students, but a bunch of students recently released the QGuide Plus, which was originally made for the intention of finding gems, Harvard-speak for easy and fun classes. I was able to find some interesting gen-eds, a quilt-making class, a food writing class, an intro to Thai class,03 Fun fact: Harvard offers over 40 languages. and a class on sexuality and the brain. Cool slang: Apparently economics is “Eck” at Harvard, presumably because the class names are “EC101” and so forth, and also probably because of how many students declare themselves as Economics concentrators. It’s incredibly different from MIT, where we usually just shorten economics to “econ” and have an undergraduate department of 100 students. There a bunch of other things Harvard students will say that can seem unfamiliar: comp, secondary, concentration, TF, Berg, etc. Different burritos:  MIT students tend to have a weird craving for Anna’s Harvard students are more into Jose’s or Felipe’s. (Apart from that sentence being inherently funny because of my friends’ names, I have heard that Harvard’s burritos are better.) Sometimes, it’s even just nice to be able to get out of the MIT STEM bubble for a bit, and realize that being hardc0re at engineering isn’t the most important thing in the world. Between career fairs oozing with tech, finance, and big pharma money to the plethora of students planning on having careers in research and academia, remembering that careers like public service or social entrepreneurship are options can be difficult. Even just being somewhere where humanities classes aren’t regarded as a burden is like a breath of fresh air. It’s far too often that I hear comment about why humanities classes are relevant, or how people will take a HASS just for the HASS credit, and not to explore their interests. There’s far more of a genuine interest for subjects that are generally underappreciated at MIT, like anthropology, sociology, and history. It’s also just nice to get thrown back into that freshman year excitement for a bit whenever I visit somewhere new. Getting familiar with the way people act in front of each other, how they speak, what interests them, the dynamics of different groups on campus everything is so different each time you visit a different university. It’s like you’ve been living lives in parallel, with a few parameters changed, and that’s made all of the difference. Sometimes, I wonder about how different my life would have been if I’d gone to a different university. There’s just so much you can’t predict about how individuals can drastically influence the direction you take your life, how a single professor can change what you want to do for the rest of your career, how an experience can alter the way you prioritize your values. At this point, it’s no longer something I think about with any sort of regret, but much more so with a sense of intrigue. I don’t think I would have fundamentally changed, to be honest, and I feel like that’s generally the case for most people. Sure, I’d learn different things, make different friends, join different clubs and opportunities, but the driving forces that made me who I am would have still been there, and I think in the end that’s what would’ve been the strongest factor to determining who I ultimately would have become. Of course, it’s impossible to discount the fact that the culture of the place you’re at can also affect you greatly. I’ve heard about professionals feeling stuck at their trading desks or law firms, feeling as though they can’t escape from their company’s culture. While your actions may be in one direction, in these cases your fundamental beliefs are probably still present, and thus even if you’re not in an environment that fits you well, you’ll probably still at least recognize this fact and be able to take the steps needed to move to an environment that’s more fulfilling or better at catering to your specific goals and values. At the end of the day, I’m a student at MIT, and through a lot of self-exploration this past semester and IAP, I’ve determined that while MIT has given me lots of room to explore, I’m still the same person at my core, and there’s something oddly reassuring about that. Even more reassuring than knowing that Harvard Square Korean food is a free 10-minute bus ride away. ;) Post Tagged #Harvard My friend and I did this during WECode and launched into a debate about the economics of having a Harvard student hold a sign in the cold for an hour vs. purchasing a sign holder. back to text ? Over the summer, there were free museum hours during the Summer Solstice Festival at Harvard. back to text ? Fun fact: Harvard offers over 40 languages. back to text ?

American With Disability Act ( Ada ) - 855 Words

Individuals with disabilities continually encounter various forms of discrimination, including intentional exclusion from certain work areas, that denies them the opportunity to compete on an equal basis and to pursue those opportunities that guarantees success in the society. To guarantee success there is expectation regarding the relationship between the employer and employee, giving close attention to the various factors that should be considered to make the person with disability successful. This paper outlines the Americans with Disabilities Act (ADA) and the terms and conditions covering employees and employers as stated in Title 1. Title 1, as amended by the ADA amendment 2008, states that no covered entity will discriminate against a qualified individual based on disability (EEOC, 2015). American with Disability Act (ADA) gives civil rights protections to persons with disabilities in all facets of the American society, â€Å"every man, woman, and child with a disability can now pass through once-closed doors into a bright new era of equality, independence, and freedom†, with those words on July 26, 1990, President George H.W. Bush signed into law the Americans with Disabilities Act (ada.gov, 2009). The ADA law does not list specific disability conditions, rather, the Equal Employment Opportunity Commission (EEOC) under Title I of the Act, specifies conditions that are attributed to disability and undertakes the enforcement authority. Title1 deals with theShow MoreRelatedThe American Disability Act ( Ada )1176 Words   |  5 Pages Disability has been a function historical to justify inequality for any disabled people, but in addition has also helped so many women, and minorities. Over the years there have been many models that can explain disability law. Ther e is a social model which argues that it is the environment, that basically caused those traits to limit the functions; therefore creating disability. Another model that people tend to use when looking at disability is the normative claim, which his that disability shouldRead MoreThe Americans With Disabilities Act ( Ada )1432 Words   |  6 PagesThe Americans with Disabilities Act (ADA) strictly â€Å"prohibits discrimination and ensures equal opportunity for persons with disabilities in employment, State and local government services, public accommodations, commercial facilities and transportation.†1 This law, enacted in 1990, was created so that people with disabilities have the same rights and opportunities as everyone else in society so that they don’t get left behind. The ADA gives civil rights protections to those with disabilities in aRead MoreThe Americans With Disabilities Act ( Ada )1414 Words   |  6 PagesSection 504 of the Americans with Disabilities Act (ADA) created what is commonly referred to as a 504 or a 504 Plan. The purpose is to prevent/prohibit discrimination against public school students with disabilities and guarantee they receive accommodations that will ensure their academic success and access to the learning environment (University of Washington, 2015). Section 504 and the ADA govern education accommodations in college (Alao, 2015). Additionally, 504 Plans are a civil rights law.Read MoreThe American Disabilities Act ( Ada )2583 Words   |  11 Pages The American Disabilities Act (ADA) defines disabled workers as individuals who have â€Å"physical or mental impairment that substantially limits one or more major life activities, have a record of such an impairment, or are regarded as having such an impairment†. Such impairments substantially limit major life activities such as seeing, hearing, speaking, walking, breathing, performing manual tasks, learning, caring for oneself, and working (ada.gov). In contrast, the definition of disability usedRead MoreDisability Discrimination And Americans With Disability Act ( Ada )1983 Words   |  8 Pageshis/her disability in various areas of their lives. Today, discrimination against disability has become a complete law by which a person can sue the other party for being discriminated on any impairment. In the United States, the law is covered by Americans with Disability Act (ADA). The law prevents one party (specifically employers) to discriminate other party (particularly emplo yees) on the basis of their physical impairments. The purpose of this paper is to discuss and analyze disability discriminationRead MoreEssay on The Americans with Disabilities Act (ADA)1448 Words   |  6 PagesThe Americans with Disabilities Act (ADA) is one of the most significant laws in American History. Before the ADA was passed, employers were able to deny employment to a disabled worker, simply because he or she was disabled. With no other reason other than the persons physical disability, they were turned away or released from a job. The ADA gives civil rights protections to individuals with disabilities similar to those provided to individuals on the basis of race, color, sex, national originRead More Americans With Disabilities Act (ADA) Essay757 Words   |  4 Pages Americans With Disabilities Act (ADA) Approximately 54 million non-institutionalized Americans have physical, intellectual, or psychiatric disabilities (Hernandez, 2000). . The Americans With Disabilities Act (ADA) protects individuals with disabilities from discrimination based upon their disability (Bennett-Alexander, 2001). The protection extends to discrimination in a broad range of activities, including public services, public accommodations and employment. The ADAs ban againstRead MoreResearch Paper on Americans with Disabilities Act (Ada2589 Words   |  11 Pagesknew very little about the ADA. During the period of research and writing the paper I hope to obtain a better grasp on the ADA in general. But I also hope to learn some things that my current place of employment can improve our standards when it comes to those with disabilities. The ADA was signed into law on July 26, 1990 by then President George H. W. Bush. It prohibits discrimination based on disability and only disability. It is fairly similar to the Civil Rights Act of 1964. ResearchRead MoreThe Americans with Disabilities Act (ADA): A Good Start Essay1081 Words   |  5 Pagesdid the Americans with Disabilities Act. People are still isolated because of physical differences, such as disabilities. Some people may disagree, but the ways to victimize are more abundant than just abusive treatment. These ways include the constant evasion of a person, the exclusion of someone from some activity, as well as the change in manner towards them. These seem to be the most common responses for people with disabilities to receive. In fact, people who have disabilities may faceRead MoreThe Americans with Disabilities Act (ADA) in the Workplace Essay1556 Words   |  7 PagesPeople with disabilities have become an integral part of the workforce. The ADA forbids discrimination against people with disabilities when recruiting, hiring, training, and compensating employees (Sotoa Kleiner, 2013). The ADA prohibits discrimination against people with disabilities in em ployment, transportation, public accommodation, communications, and governmental and establishes requirements for telecommunications relay services (activities (Stryker, R. (2013). Employers are not allowed

Rap Music And Its Effects On Modern Music Industry

SOUTHERN RAP Southern hip hop also referred to as southern rap originated from the southern cities like New Orleans, Houston, Atlanta, Miami, Memphis, and Virginia Beach, just like the names implies. Rap music has transformed modern music greatly during the decade of 1997 and 2007 (Dyson 61). The decade has seen the southern artists rise to both national and international prominence. The southern cities have churned up modern rap artists like Dwayne Michael (Lil Wayne), Clifford Joseph (T.I) and many others .This papers aims to examine various artists, music and scholarly articles in analyzing rap music in southern cities and its effects on modern music industry. In 1995, an Atlanta based rap group Goodie Mob introduced the idea of†¦show more content†¦The understanding of the idea of the Dirty South and southern rap in general has found the articulation in stereotypes of the south: the emergence of the idea represented a shift in already established geographical imaginary of hip hop music which is bombarded with authenticity and marketability claims (59). Before the idea, southern cities were not completely excluded from rap, but they were obliged to stick to certain styles and conceptual limits so as to reach a wider music authenticity for their own economic prosperity (63). The period of Dirty south saw a substantial growth of major rap label investment in particular the southern cities (Taylor Virgil 251). Research studies have remarked the dirt south phenomenon as contradictory and paradoxical about its music and place (251). For some scholars, the stylistic distinctions between the produced music in different geographical areas are not avoidable to the shifts in economical and political context (Dyson 64). The connections between styles of music and its origin appear to be more organic because of the ways in which they are layered; the styles and origin makes meaning through repetition and establishment of implicit and explicit links (66). Since the emergence of Bronx in 1970s, rap industry has centrally focused with place-based industries. Geography has played an important role in conception of authenticating the characterization of rap genre

Education in Nazi Germany †History Change Free Essays

Education in Nazi Germany – Change and Continuity Assessment When Hitler became Chancellor of Nazi Germany, in 1935, he proposed many changes in education and throughout the country. He believed that these changes would influence people and indigenise them of his beliefs and reforms that should happen in the country – to praise his glory and make Germany the most powerful country and its rule to continue forever. One of these integral changes was education. We will write a custom essay sample on Education in Nazi Germany – History Change or any similar topic only for you Order Now Hitler strongly believed that, younger minds were easier to infiltrate and indoctrinate, as they were developing and imposed this sudden change amongst schoolchildren to provoke stronger Nazism in the future generation of Germans. Older generations, could oppose and have opinions to disapprove Hitler’s ideas. So, the Nazis changed education drastically to mould these children for the future of Germany. However, some parts of education were vital for basic human needs and could not be changed. In contrast, they were continued but they were portrayed in such a way, which would influence the way a German child thought, in that time. They introduced a lot of changes to education, from the days of teaching to the subjects that had to be taught or taken out of the curriculum; which also had a lot of Nazi indoctrination in them. All of the changes that were introduced had a major impact on children, as Dr Bernhard Rust pointed out that, â€Å"The whole function of education is to create Nazis† which highlighted that indoctrination was a key fundamentality in education to induce Nazism. One major change was starting school at 8:00 am sharply and a higher emphasis on sport and keeping fit. This is because, Hitler wanted to create a future generations of tough and strong soldiers, that would fight for his country – so unfortunately for most boys, this would be the discipline in the army and Hitler exactly wanted then to be ‘trained for the army’. Hitler had always said that,’ boys had to be as swift as a greyhound’ which highlights the idea of leadership, strength and power amongst boys. Moreover, boys had to play football, rugby, and boxing to toughen them up. PE was also heavily enforced upon girls, as they were the future mothers and wives of the future generation of soldiers. Also, they needed to be fertile and to be able to have the strength to give birth to healthy children. Furthermore, PE took up 15% of the education and boys who failed to pass fitness tests were to be expelled from schools and could be discriminated by the older students as a laughing stock. This attitude, inspired children to be tough and strong to serve their ‘Fatherland’ (Germany) and in a way frightened them. Also, it can be interpreted that this also invoked discrimination against the Jews. Further evidence to support the idea of keeping fit, is a line from a German newspaper which suggests that the ultimate aim of sport was to have enough men fit for the army. This deploys the idea of that Hitler purely wanted the future generation to fight for him. We can trust the provenance of the source, as it’s from a German teacher’s newspaper and we know that, Hitler arranged teachers into the League of Teachers so this is a valid piece of evidence. Exceedingly, a picture from a children’s textbook in the 1930s from Nazi Germany denotes a sketch of children in army uniform with weapons. This is clearly a heavily signified indoctrination, as it connects with the sports and inspires children to become like that. It can be interpreted that, Hitler and the Nazi party knew that children could be infiltrated through play and education and visual learning; so included subliminal messages in their learning to become Nazi. In addition, another change that the Nazis introduced was a change to the lessons itself and the days of education to supply enough deployment of brainwashing that would mould their character. New lessons were introduced and lessons that were thought of unnecessary were removed. Eugenics, Race Studies, Ideology and P. E were some of the new lessons introduced. These lessons had a lot of Nazism in them, such as Eugenics and Race Studies which taught children that German (pseudo Aryan race) were superior than others, and how others were inferior – Jews, Gypsies, Black, Czech, Slavs etc. Moreover, R. E was removed and replaced by Ideology as Dr Rust and Hitler had pointed out that the main thing was to focus of patriotism and the ideas of Hitler, to be reinforced amongst students. Evidence to support this is, is a German speaking about her life story and said it was really boring to learn about Hitler’s ideals. This source is useful, as it supplies information of experiences; however it can be said that they may have difficulties remembering and often the German people don’t want to take the blame for Hitler’s tyranny, so this is a source worth considering. Also, to reiterate, religion amongst German children was changed as in a girls’ timetable singing is a lesson that is taught a lot. In singing, Dr Rust enforced prayers and songs of praise that highlighted Hitler’s glory. Also, the amount of time on religion was reduced and attendance at school prayers was optional. This suggests that, the sole purpose was to only strive for Hitler. These songs, such as a German man remembered, were praises to Hitler and gave a goal to the children to ultimately fight for Hitler. To point out, women were also considered inferior to men, as they couldn’t continue their further education to obtain jobs. Also, the girls’ timetable shows the attributes of a housewife – such as domestic science, hygiene, sex education, childcare – eugenics and biology were heavily taught for the purpose of selective breeding amongst all races – the perfect ‘Aryan’ match. Similarly, Dr Rust was called unstable as he used to immediately change school-days and curriculum to pressurise propaganda and Nazi attributes on children. For example, he made Saturday as a Youth Day, where children from the Hitler Youth went for school tests, army camping, and ‘fun activities’ where the main idea was to completely brainwash children to become robot-soldiers for Hitler. Moreover, some evidence suggests that children used to turn in their own parents if they said anything against Hitler. According to interpretations, this would more likely to be true as they were mostly propagandised by their education and became like soldiers – to fight for ‘justice. ’ Moreover, many teachers that opposed were sacked and others were in the League of Teachers. Some opposing teachers stood there in the silence; however, they couldn’t do anything. Dr Schuster, a geography teacher (1938) highlighted that he wanted to teach real geography and create non-Nazis with other similar teachers – however Nazi soldiers were in the way. He also said that they cannot have a newspaper or a conference. This denotes the tight security of the Nazis in the school as they didn’t want anything to get in their way. In my opinion, children would be heavily indoctrinated that they might not have the willingness to oppose or might be in the fear of persecution by the Nazis. Notwithstanding, not all lessons could not be changed but the way they were delivered had a lot of impact. Such as, the clip on indoctrination of Nazi Germany shows that Maths was taught by measuring the angles of shooting and had a lot of military twist. Similarly, chemistry and physics were taught constructing the efficiency of warfare weaponry and devising new guerrilla, military aviation science and chemicals. Also, geography and history talked more about Germany’s glorious past and it needed a lot of living space (Lebensraum) by conquering nearby countries as they were a superior race. This would be conditioned in a child’s mind and they would think it is right to invade other countries for Germany; as they’re highest of all. This is source is more useful, as it is itself a recording from an actual lesson with photographs of textbooks. So, there was continuity in the lessons however, with a great impact of the way Hitler wanted it. Also, some lessons were taught more of – to reiterate the greatness of Nazism. In my opinion the questions to ask the pupils are- why were you against your parents and turned on them? Why didn’t you oppose and protest – you were the future generation, so your generation with the help of other voices could’ve protested. However, this was not possible, as children wanted to join the Hitler Youth as there were activities and enough influence was done, to mould them. Moreover, anti-Semitism, hatred towards Germany’s ‘infidels’ was forever show in textbooks. Further evidence suggests that, textbooks such as maths textbooks contained the right theory, but had a twist. For example, a question would be written to discriminate Jews and mentally ill people as a burden in society. In addition, textbooks would show these ‘infidels’ as sinners i. e. a German textbook of1935 showed Jews being laughed at and bullying the Aryans. This would gradually strengthen in a child’s mind to show hatred towards them and increase their dedication on Hitler and the Aryans. Moreover, a modern textbook on Nazi Germany explains that children having different opinions on Jews from home put a family in trouble. A quote – ‘My daddy says not all Jews are vile. His daddy was put into prison. ’ This was practiced to reinforce anti-Semitism in all and so that people notice this and are possibly in fear to support Hitler. This can be trusted, as we know that the Nazis were mentally dehumanised and so persistently cruel, that they would do this. The Jews would’ve been significantly affected, as there was a lot of adverse discrimination on them, and with the growing indoctrination of children, the hatred would increase. Finally, change and continuity of education in Nazi Germany aimed to literally create a sense of discrimination, an acceptance of Hitler’s ideas, and to create willing soldiers to fight for Hitler. From 1933-1945 Nazi Germany changed a lot, from increasing its empire and destroying Jews, to the loss of the war. This education had a big impact on how children thought, and how they would think. In my opinion, P. E. was not an issue that gave a major impact, as children are meant to be active and they have to play. However, the most significant change was the continuity with a lot of military impact and the way it was taught differently. Logical subjects such as maths and science, would already impact people to think logically, so the addition of Nazism would have a greater impact on the children making them think more about this. More to the point, the introduction of the new subjects would also massively impact the children, as they have not thoroughly studied the older ones so they couldn’t differentiate between fact and opinion or truth and false. The most significant evidence is of the textbooks as they were actually written and directed by Dr Rust and his quotes support the idea of Nazism so that is reliable. Also, the filming is actual evidence of what happened. Despite of the technology, we cannot always rely on the filming. The anti-Semitism indoctrinated people the most, and influenced them a lot having hatred and dehumanisation sense against the Jews to become blindly loyal towards Hitler and to fight for him. Germany’s population at the beginning of WWII was approximately 70 million -, 12. 5 million served in the German Army. This just shows that, how many men were selected and joined the army after so much indoctrination. We can see the result of the teaching; which created Germans with new inventions such as the Blitzkrieg, new weapons etc. How to cite Education in Nazi Germany – History Change, Essay examples

Little Words, Big Ideas free essay sample

My first diary was blue with a Hello Kitty on the front. I’d carry it everywhere with a little yellow pencil, filling the blue pages with big letters and small ideas. Each year, as my thoughts and observations grew, so did my journal. Now my journals are 60-page documents on the computer with small font and big ideas. Throughout my life, poems would wake me up in the middle of the night. They would float into my head during car rides or while waiting in line. I would scribble them on post-it notes, the margins of my homework, and even napkins. The quiet tapping of my fingers on the keyboard meant early Sunday morning has arrived. Writing was such an intrinsic part of my life that I never realized my interest was unique and my work could be worth sharing. I performed my first slam poem called â€Å"No Talent† at a summer camp talent show last summer. We will write a custom essay sample on Little Words, Big Ideas or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In it, I tried to convey my restless frustration with both my slow results of my activism and my attempt to embody poetic sophistication and talent. My eyes were glued to the paper in my shaking hands as I nervously opened my heart to the audience. When I finished, a stunned three seconds of silence was broken by an explosive standing ovation. When I performed â€Å"Consent,† another poem of mine, in front of my ASB class, there was another storm of cheers, applause, hugs, and even tears. After my abuela died, I wrote â€Å"Pennies in Heaven† about her childhood dancing in the streets of San Salvador for coins. It made my mother cry. Writing is the enchanting forest of which I’m the adventurous child. Through poetry I’ve explored and discovered my voice as a human on Earth. There is nothing like hearing â€Å"Elise, you inspire me so much† after sharing a poem. There is nothing like writing.

heavy metal bad for the teenage mind essays

heavy metal bad for the teenage mind essays Evil and Satanic, is what you would probably call heavy metal music today. Marilyn Manson, Anthrax, Metallica and Cannibal Corpse are a few of the many heavy metal groups of todays music world. Heavy metal contains music that should be more carefully analyzed by parents.It also affects the way teens think. Also this music can imply outward violence toward others. Heavy metal is a partial cause for teen violence and suicide. Numbing and influencial, teen violence and suicide can start with heavy metal music," I failed to recognize my son was holding a hand grenade and it was live and it was going off in his mind.", is what Raymond Kuntz said after his 15-year-old son Richard had shown him a CD by Marilyn Manson and later killed himself after listening to his music. Dr. Frank Palumbo from the American Academy of Pediatrics said: Make no mistake about it, music can summon a range of emotions, most of which are wonderful. Yet there is some music that communicates potentially harmful health messages, especially when it reaches a vulnerable audience.(Palumbo) The AAP (American Academy of Pediatrics) believes parents should better research the music their teens listen to more carefully and that the music industries should make more positive video themes. The more the parents research and monitor their teens music, the less they have to worry about fatal reactions toward it and other violence that would come from the music of their teens. "Almost every parent in America would do what you did. It didn't look like a hand grenade. It looked like a CD." said Joseph Liberman who was trying to comfort Mr. Kuntz (Kenen). If we research what teens listen to we could prevent violence and suicide from Thus, from a testimony from the American Academy of Pediatrics there are many statements that imply that heavy metal music is partially to blame for suicide and violence by teens be...

9 Tips for Successful Textbook Adoption

9 Tips for Successful Textbook Adoption Textbooks are vital tools within the realm of education and textbook adoption is an essential part of the process. The textbook industry is a multi-billion dollar industry.  Ã¢â‚¬â€¹Textbooks are to teachers and students as a bible is to pastors and their congregations. The issue with textbooks is that they quickly become outdated as standards and content continually change. For example, the impending Common Core State Standards are resulting in a massive shift in focus amongst textbook manufacturers. To offset this, many states adopt textbooks in a five-year cycle rotating amongst the core subjects. It is essential that the people choosing the textbooks for their district choose the right textbook because they will be stuck with their choice for at least five years. The following information will guide you through the textbook adoption process on your way to choosing the right textbook for your needs. Form a Committee Many districts have curriculum directors that lead the textbook adoption process, but sometimes this process falls back on the school principal. In any case, the person put in charge of this process should put a committee of 5-7 members together to assist in the adoption process. The committee should be made up of the curriculum director, building principal, several teachers who teach the subject up for adoption, and a parent or two. The committee will be charged with finding the best textbook that meets the overall district’s needs. Obtain Samples The first duty of the committee is to solicit samples from each of the textbook vendors that have been approved by your state department. It is critical that you only select approved vendors. Textbook companies will send you a comprehensive set of samples that include both teacher and student materials across all grade levels for the subject being adopted. Be sure to have a place set aside with lots of room to store your samples. Once you have finished previewing the material, you can typically return the material back to the company at no charge. Compare Content to Standards Once the committee has received all their requested samples, they should begin to go through the scope and sequence looking for how the textbook aligns to current standards. No matter how good a textbook is if it does not align to the standards your district uses, then it becomes obsolete. This is the most crucial step in the textbook adoption process. It is also the most tedious and time-consuming step. Each member will go through each book, making comparisons, and taking notes. Finally, the entire committee will look at each individual’s comparisons and cut out any textbook that doesn’t align at that point. Teach a Lesson The teachers on the committee should pick a lesson from each perspective textbook and use that book to teach the lesson. This allows teachers to get a feel for the material, to see how it motivates their students, how their students respond, and to make comparisons about each product through the application. The teachers should make notes throughout the process highlighting things they liked and things they didn’t. These findings will be reported to the committee. Narrow It Down At this point, the committee should have a solid feel for all the different textbooks available. The committee should be able to narrow it down to their top three choices. With only three choices, the committee should be able to narrow their focus and are on their way to deciding which is the best choice for their district. Bring in Individual Sales Representatives The sales representatives are the true experts within their respective textbooks. Once you have narrowed your choices, you can invite the remaining three company’s sales representatives to give a presentation to your committee members. This presentation will allow committee members to gain more in-depth information from an expert. It also allows the committee members to ask questions that they may have about a specific textbook. This part of the process is about giving committee members more information so that they can make an informed decision. Compare Costs The bottom line is that school districts operate on a tight budget. This means that the cost of textbooks is likely already in the budget. It important that the committee knows they cost of each textbook as well as the district’s budget for these textbooks. This plays a crucial part of choosing textbooks. If the committee deems a particular textbook as the best option, but the cost of purchasing those books is $5000 over the budget, they probably should consider the next option. Compare Free Materials Every textbook company offers â€Å"free materials† if you adopt their textbook. These free materials are of course not â€Å"free† as you likely pay for them in some manner, but they are valuable to your district. Many textbooks now offer materials that can be incorporated with classroom technology such as smart boards. They often offer free workbooks for the life of the adoption. Each company puts their own spin on the free materials, so the committee needs to look at each available option in this area as well. Come to a Conclusion The final charge of the committee is to decide which textbook they should adopt. The committee will put in many hours over the course of several months and should have a clear idea of that point as to which option is their best option. The main thing is that they make the right choice because they will likely be stuck with their choice for several years to come.