Child Abuse And Neglect Have A Tremendous Effect On Children

Child Abuse Liberty University Psychology 317 Angelia Anderson Abstract Child abuse and neglect have a tremendous effect on children. Abuse and neglect cause physical, emotional, social, and psychological harm to children that can last a lifetime. In this paper I will explain the different kinds of child abuse and neglect and the effects that they have on children, leaving children and families in crisis situations. According to the National Center on Child Abuse Prevention Research (2005), it is estimated that in 2002 alone there were about 1.8 million referrals alleging child abuse or neglect that were accepted by state and local protective services agencies for assessment (Kanel, 2015). These assessments include over three million children of which, â€Å"approximately 896,000 children were determined to be victims of child abuse of neglect by the child protective agencies† (Kanel, Pg. 211; 2015). Children that are in families with substance abuse issues are three times more likely to suffer from abuse than children that are not. Children that are in families that have single parents, whose parents were abused as children, or are considered low income are also at a higher risk factor for being neglected or abused. â€Å"In its 2001 report, NCANDS indicated that in 2001 1.81 children per 100,000 in the population died as a result of abuse or neglect. The report also showed that†: †¢ â€Å"Children under the age of one were mostShow MoreRelatedThe Effect of Child Abuse on The Emotional Development of the Infant1229 Words   |  5 PagesThe Effect of Child Abuse on the Emotional Development of the Infant to Five Years Old in the United States A Review of the Literature Child abuse is one of the most serious issues in the United States today. Child abuse is the physical, emotional/ psychological or sexual maltreatment of a minor. Neglecting a child is another type of abuse, and includes malnutrition, abandonment, and/or inadequate care of a child’s safety. Additionally, any neglectful act can lead to physical or emotional harmRead Morechild abuse1271 Words   |  6 Pages Child Abuse Research Paper Most parents and other caregivers do not intend to hurt their children, but abuse is defined by the effect on the child, not the motivation of the parents or caregiver.Tens of thousands of children each year are traumatized by physical, sexual, and emotional abusers or by caregivers who neglect them.Child abuse as common as it is shocking. Most of us can’t imagine what would make an adult use violence against a child, and the worse the behaviorRead MoreChildhood Trauma1607 Words   |  7 Pagesdevelopment is longstanding with many opposing viewpoints. However, numerous studies have confirmed that the maturation and development of the brain has a â€Å"reciprocal relationship with the environment† (Wilson, Hansen Li, 2001). With the brain developing at its fastest rate in childhood, it is especially impressionable to early life experiences. If those experiences include repeated trauma of abuse or neglect, optimal brain development and function is threatened. Chronic activation of a child’s Read MoreThe Effect Of Child Abuse On The Emotional Development Of The Infant To Five Year Old Child In The United States. 681 Words   |  3 PagesThe Effect Of Child Abuse On The Emotional Development Of The Infant To Five Years Old Child In The United States. Child abuse is one of the most serious issues in the United States today. Child abuse is generally the maltreatment of a minor, and includes a physical, emotional or psychological harm to a child. Neglecting a minor is another type of abuse such as malnutrition, abandonment, and inadequate care of a child’s safety. Additionally, any neglectful act can lead to physical or emotionalRead MoreChildren in Need1565 Words   |  7 Pages Introduction to Human Services Abstract Children go through difficult situations beyond their control. Many families have divorced, become widowed, lost jobs, or are abusive or neglectful. Children need to be provided with proper care and attention for them to become productive members of society. They also need to be reassured that situations are beyond their control and that they are not at fault. Many children also encounter psychological needs that require professional help from guidanceRead MoreThe, Better Know By Her Pen Name Sapphire1133 Words   |  5 Pagesaccurate stories of childhood sexual abuse and trauma. Her 1996 novel Push  tells the story of Claireece â€Å"Precious† Jones, an illiterate black street girl, sixteen years old and pregnant with her father’s second child. Lofton was the victim of childhood sexual assault. In 2010 she told the London Evening Standard that her father had molested her at age 8. Her mother abandoned their family five years later. Lofton experienced first hand w hat the consequences of child abuse caused to her family. The resultRead MoreEffects of Domestic Violence on Children1124 Words   |  5 Pagesenvironment for children with loving parents and free from violence. Children need a secure environment where they can come home to when the outside world is unsafe. However, every year there are millions of children who’s homes are not a safe haven. Millions of children are exposed to a parent being violently assaulted. Domestic violence is a prevalent social issue in America today. First, who is affected by domestic violence. Second, the impact of domestic violence on children. Third, the socialRead MoreLong Term Consequences Of Child Abuse Essay1931 Words   |  8 PagesConsequences of Child Abuse Introduction Child abuse has infested the United States of America; it is now more common than ever before, and sometimes it may not be known that this issue is occurring. In most cases, it is obvious to the child and sometimes to his surrounding support; although in few cases, the child may not be capable of comprehending the issue at hand to further tell and report the situation (Shi 198). There is an error in the method used to study how often child abuse occurs. The problemRead MoreEssay about Chilc Abuse1035 Words   |  5 Pagesare approximately one million reports of child maltreatment, about 25% relate to physical abuse and about 1000 children die of maltreatment each year (US Department of Health and Human Services 1999). During the past few decades, researchers have aimed at detecting the children, who are at high risk of becoming victims of abuse, so that appropriate interventions can be undertaken. The risk factors that have been emphasized include characteristics of the child, fam ily, and social environment, and theRead MoreThe Effects Of Violence On Family Violence1319 Words   |  6 Pagessecure relationships such as family? Family violence is any type of abuse whether it is in a form of physical or emotional abuse. It could be a simple mistreatment of neglect that is experienced by someone within a secure relationship. It not only affects the person being abused but also the people who hear or are present at the time of the abuse. Using the theories of , B.F Skinner and Emilie Durkheim it will be explained the effects of violence that one faces and how it impacts everyone around them

Huck Finns Moral Changes in Mark Twains Huckleberry Finn

The main character of Mark Twains Huckleberry Finn, Huck Finn, undergoes a complete moral change while having to make life changing and moral questioning decisions throughout his journey on the river. Huck appears first as a morally inferior character caused by living with a self absorbed and abusive father, because of his alcoholic habits. Throughout the whole book Huck is guided by Jim, a runaway slave who goes with him and helps Huck gain his sense of morality. During these encounters, he is in many situations where he must look within and use his judgement to make decisions that will affect Huck’s morals. Starting at the beginning of the novel, Miss Watson and the widow have custody of Huck. He praises a boy named Tom Sawyer who has decided he is going to start a gang. In order for Huck to join the gang, he has to agree to the murdering of his family if they break the rules. At this point in the book one of the boys realized that Huck did not have a real family. â€Å"They talked it over...and so I offered them Miss Watson-they could kill her.† (Twain 17-18). Here you bear witness to huck at his utmost point of immorality. A person with morals would not ever sacrifice the life of someone else just in order to be part of a gang. This is where you can consider the start of Huck’s Moral improvement. Huck encounters his first major problem when he comes across the wrecked steamboat. Jim and Huck venture into the boat and soon realize that they have come across three criminalsShow MoreRelatedLiterary Analysis: The Adventures of Huckleberry Finn Essay1756 Words   |  8 PagesThe Adventures of Huckleberry Finn â€Å"Persons attempting to find a motive in this narrative will be prosecuted; persons attempting to find a moral in it will be banished; persons attempting to find a plot in it will be shot.† (Twain, ix) Mark Twain opens his book with a personal notice, abstract from the storyline, to discourage the reader from looking for depth in his words. This severe yet humorous personal caution is written as such almost to dissuade his readers from having any high expectationsRead MoreMark Twain s The Adventures Of Huckleberry Finn2015 Words   |  9 Pagesfamous author Mark Twain, less commonly known as Samuel Clemens, produced The Adventures of Huckleberry Finn. A few years prior to the publishing of The Adventures of Huckleberry Finn, Mark Twain released possibly his most famous book, The Adventures of Tom Sawyer, which is very much an adventure novel. In the early chapters of Twain’s sequel, it appears that ¬Ã‚ ¬Ã‚ ¬Ã‚ ¬ The Adventures of Huckleberry Finn is another a dventure novel, and that it is just following a different character from Twain’s earlier worldRead MoreAn Analysis of The Adventures of Huckleberry Finn3099 Words   |  12 Pagesï » ¿HUCKLEBERRY FINN The adventures of Huckleberry Finn is one of the finest works of Mark Twain and probably the most controversial too. This is because it is by no means an ordinary story of Huckleberrys adventures; it is essentially a social commentary on the slavery and post civil war era in the United States. T. S. Eliot in 1950 acknowledged the book as,  ¦the only one of Mark Twains various books which can be called a masterpiece. I do not suggest that it is his only book of permanent interest;Read MoreThe Adventures Of Huckleberry Finn By Mark Twain Essay1055 Words   |  5 PagesJhonatan Zambrano Mrs. Patmor AP Lit-Period 5 28 September 2016 Adventures of Huckleberry Finn 1835 Mark Twain embodies realism in almost every aspect of his writing not excluding The Adventures of Huckleberry Finn, which in he portrays such a lifelike setting that it almost gives you this sense of reality through the point of view of a young man that has an urge for freedom yet struggles to conform to society s norms due to his adolescence. Twain s ability to unmask the true identities of theRead MoreRespect The Elderly By Mark Twain1565 Words   |  7 Pageselderly. The Adventures of Huckleberry Finn is one hundred and thirty years old, yet unfailingly manages to fascinate, infuriate, and inspire its readership. The novel rests on many a bookshelf and regularly appears on lists of literary legends- though it is equally likely to top a list of controversial and profane works. Certainly, there is no other book in the oeuvre of Mark Twain that commands attention more deservedly than Huckleberry Finn. The Adventures of Huckleberry Finn is the decided championRead MoreThe Adventures Of Huckleberry Finn s Life And The Book1313 Words   |  6 PagesSawyer plays a huge role in both Huckleberry Finn’s life and the book. His character allows the reader to see Huck’s increase of maturity throughout the story. Tom is the constant, his immaturity not changing from the beginning to the end of Adventures of Huckleberry Finn, while Huck is the changing variable. Tom’s head is in the clouds when we first meet his character. He imagines daring adventures of robbing Spanish merchants and rich Arabs, and we see Huck fantasizing over the same thingsRead MoreAnalysis Of The Adventures Of Huckleberry Finn By Mark Twain1697 Words   |  7 PagesSocietal Standards in the Adventures of Huckleberry Finn Throughout the evolution of the world’s societies, the roles of women seem to act as a reflection of the time period since they set the tones for the next generation. Regardless of their own actions, women generally appear to take on a lower social standing and receive an altered treatment by men. In Mark Twain’s pre-civil war novel, Adventures of Huckleberry Finn, lies a display of how society treats and views women, as well as how theyRead MoreThemes Of Huckleberry Finn3483 Words   |  14 Pagesbriefly show arguments, and conclusions within the writings of Mark Twain’s story Huckleberry Finn. I will discuss the various themes that Mark Twain is bringing to light within his story. This paper will show how Mark Twain uses those themes within the story, and how they are specifically used. I will also briefly discuss the life of Samuel Clemons, the author known as Mark Twain, and give the reasoning behind choosing the name of Mark Twain when writing his novels . Themes of escapism will be discussedRead More The Adventures Of Huckleberry Finn: Symbolism Essay859 Words   |  4 Pages The Adventures of Huckleberry Finn: Symbolism Questions 1. Compare and Contrast Tom Sawyer and Huckleberry Finn. nbsp;nbsp;nbsp;nbsp;nbsp;Although Tom and Hucklberry Finn have many things in common and are very good friends, they also live a life of two totally different lifestyles. Tom, who is a dreamer, lives a life out of romantic novels, and can be amusing and exasperating at the same time. He lives a life out of drama and brings out his imagination in a realistic way. He is amusingRead MoreThe Adventures Of Huckleberry Finn1787 Words   |  8 PagesIndependent Novel Project The Adventures of Huckleberry Finn Knowledge Section Significance of Title When considering the background behind the novel’s title, not much is immediately apparent; for the title is literally just the main character’s name, and the affirmation that there will be some adventuring going down somewhere within the story. Further analysis is not really possible unless the name of the said protagonist is considered. The name Huckleberry does not refer to any actual huckles, or

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# 1086 ; # 1076 ; # 1110 ; # 1090 ; # 1072 ; # 1076 ; # 1110 ; # 1090 ; # 1077 ; # 1081 ; # 1089 ; # 1087 ; # 1088 ; # 1103 ; # 1084 ; # 1086 ; # 1074 ; # 1072 ; # 1085 ; # 1110 ; # 1090 ; # 1072 ; # 1082 ; # 1110 ; # 1084 ; # 1110 ; # 1078 ; # 1085 ; # 1072 ; # 1088 ; # 1086 ; # 1076 ; # 1085 ; # 1086 ; # 1087 ; # 1088 ; # 1072 ; # 1074 ; # 1086 ; # 1074 ; # 1110 ; # 1076 ; # 1086 ; # 1082 ; # 1091 ; # 1084 ; # 1077 ; # 1085 ; # 1090 ; # 1080 ; , # 1103 ; # 1082 ; # 1055 ; # 1088 ; # 1072 ; # 1074 ; # 1080 ; # 1083 ; # 1072 ; # 1076 ; # 1083 ; # 1103 ; # 1079 ; # 1076 ; # 1110 ; # 1081 ; # 1089 ; # 1085 ; # 1077 ; # 1085 ; # 1085 ; # 1103 ; # 1087 ; # 1088 ; # 1072 ; # 1074 ; # 1086 ; # 1089 ; # 1091 ; # 1076 ; # 1076 ; # 1103 ; # 1097 ; # 1086 ; # 1076 ; # 1086 ; # 1084 ; # 1086 ; # 1083 ; # 1086 ; # 1076 ; # 1110 ; ( 1985 ) , # 1055 ; # 1088 ; # 1072 ; # 1074 ; # 1080 ; # 1083 ; # 1072 ; # 1054 ; # 1054 ; # 1053 ; # 1097 ; # 1086 ; # 1076 ; # 1086 ; # 1079 ; # 1072 ; # 1093 ; # 1080 ; # 1089 ; # 1090 ; # 1091 ; # 1085 ; # 1077 ; # 1087 ; # 1086 ; # 1074 ; # 1085 ; # 1086 ; # 1083 ; # 1110 ; # 1090 ; # 1085 ; # 1110 ; # 1093 ; , # 1087 ; # 1086 ; # 1079 ; # 1073 ; # 1072 ; # 1074 ; # 1083 ; # 1077 ; # 1085 ; # 1080 ; # 1093 ; # 1074 ; # 1086 ; # 1083 ; # 1110 ; ( 1985 ) , # 1042 ; # 1089 ; # 1077 ; # 1089 ; # 1074 ; # 1110 ; # 1090 ; # 1085 ; # 1103 ; # 1076 ; # 1077 ; # 1082 ; # 1083 ; # 1072 ; # 1088 ; # 1072 ; # 1094 ; # 1110 ; # 1103 ; # 108 7 ; # 1088 ; # 1086 ; # 1079 ; # 1072 ; # 1073 ; # 1077 ; # 1079 ; # 1087 ; # 1077 ; # 1095 ; # 1077 ; # 1085 ; # 1085 ; # 1103 ; # 1074 ; # 1080 ; # 1078 ; # 1080 ; # 1074 ; # 1072 ; # 1085 ; # 1085 ; # 1103 ; , # 1079 ; # 1072 ; # 1093 ; # 1080 ; # 1089 ; # 1090 ; # 1091 ; # 1090 ; # 1072 ; # 1088 ; # 1086 ; # 1079 ; # 1074 ; # 1080 ; # 1090 ; # 1082 ; # 1091 ; # 1076 ; # 1110 ; # 1090 ; # 1077 ; # 1081 ; ( 1990 ) # 1090 ; # 1072 ; # 1076 ; # 1077 ; # 1103 ; # 1082 ; # 1110 ; # 1110 ; # 1085 ; # 1096 ; # 1110 ; . # 1053 ; # 1072 ; # 1084 ; # 1086 ; # 1102 ; # 1076 ; # 1091 ; # 1084 ; # 1082 ; # 1091 ; , # 1094 ; # 1077 ; # 1085 ; # 1090 ; # 1088 ; # 1072 ; # 1083 ; # 1100 ; # 1085 ; # 1077 ; # 1084 ; # 1110 ; # 1089 ; # 1094 ; # 1077 ; # 1089 ; # 1077 ; # 1088 ; # 1077 ; # 1076 ; # 1094 ; # 1080 ; # 1093 ; # 1076 ; # 1086 ; # 1082 ; # 1091 ; # 1084 ; # 1077 ; # 1085 ; # 1090 ; # 1110 ; # 1074 ; # 1087 ; # 1086 ; # 1089 ; # 1110 ; # 1076 ; # 1072 ; # 1108 ; # 1050 ; # 1086 ; # 1085 ; # 1074 ; # 1077 ; # 1085 ; # 1094 ; # 1110 ; # 1103 ; # 1087 ; # 1088 ; # 1086 ; # 1087 ; # 1088 ; # 1072 ; # 1074 ; # 1072 ; # 1076 ; # 1080 ; # 1090 ; # 1080 ; # 1085 ; # 1080 ; , # 1087 ; # 1088 ; # 1080 ; # 1081 ; # 1085 ; # 1103 ; # 1090 ; # 1072 ; # 1043 ; # 1077 ; # 1085 ; # 1077 ; # 1088 ; # 1072 ; # 1083 ; # 1100 ; # 1085 ; # 1086 ; # 1102 ; # 1040 ; # 1089 ; # 1072 ; # 1084 ; # 1073 ; # 1083 ; # 1077 ; # 1 108 ; # 1102 ; # 1054 ; # 1054 ; # 1053 ; 20 # 1083 ; # 1080 ; # 1089 ; # 1090 ; # 1086 ; # 1087 ; # 1072 ; # 1076 ; # 1072 ; 1989 # 1088 ; # 1086 ; # 1082 ; # 1091 ; # 1110 ; # 1088 ; # 1072 ; # 1090 ; # 1080 ; # 1092 ; # 1110 ; # 1082 ; # 1086 ; # 1074 ; # 1072 ; # 1085 ; # 1072 ; # 1042 ; # 1077 ; # 1088 ; # 1093 ; # 1086 ; # 1074 ; # 1085 ; # 1086 ; # 1102 ; # 1056 ; # 1072 ; # 1076 ; # 1086 ; # 1102 ; # 1059 ; # 1082 ; # 1088 ; # 1072 ; # 1111 ; # 1085 ; # 1089 ; # 1100 ; # 1082 ; # 1086 ; # 1111 ; # 1056 ; # 1057 ; # 1056 ; 27 # 1083 ; # 1102 ; # 1090 ; # 1086 ; # 1075 ; # 1086 ; 1991 # 1088 ; # 1086 ; # 1082 ; # 1091 ; . # 1062 ; # 1077 ; # 1081 ; # 1085 ; # 1072 ; # 1081 ; # 1073 ; # 1110 ; # 1083 ; # 1100 ; # 1096 ; # 1096 ; # 1080 ; # 1088 ; # 1086 ; # 1082 ; # 1086 ; # 1088 ; # 1072 ; # 1090 ; # 1080 ; # 1092 ; # 1110 ; # 1082 ; # 1086 ; # 1074 ; # 1072 ; # 1085 ; # 1080 ; # 1081 ; # 1076 ; # 1086 ; # 1082 ; # 1091 ; # 1084 ; # 1077 ; # 1085 ; # 1090 ; # 1074 ; # 1089 ; # 1090 ; # 1072 ; # 1085 ; # 1086 ; # 1074 ; # 1083 ; # 1102 ; # 1108 ; # 1074 ; # 1103 ; # 1082 ; # 1086 ; # 1089 ; # 1090 ; # 1110 ; # 1084 ; # 1110 ; # 1078 ; # 1085 ; # 1072 ; # 1088 ; # 1086 ; # 1076 ; # 1085 ; # 1086 ; # 1075 ; # 1086 ; # 1079 ; # 1072 ; # 1082 ; # 1086 ; # 1085 ; # 1091 ; # 1074 ; # 1089 ; # 1110 ; # 1087 ; # 1088 ; # 1072 ; # 1074 ; # 1072 ; # 1076 ; # 1083 ; # 1103 ; # 1079 ; # 1072 ; # 1073 ; # 1077 ; # 1079 ; # 1087 ; # 1077 ; # 1095 ; # 1077 ; # 1085 ; # 1085 ; # 1103 ; # 1074 ; # 1080 ; # 1078 ; # 1080 ; # 1074 ; # 1072 ; # 1085 ; # 1085 ; # 1103 ; , # 1088 ; # 1086 ; # 1079 ; # 1074 ; # 1080 ; # 1090 ; # 1082 ; # 1091 ; # 1110 ; # 1079 ; # 1072 ; # 1093 ; # 1080 ; # 1089 ; # 1090 ; # 1091 ; # 1076 ; # 1110 ; # 1090 ; # 1077 ; # 1081 ; . # 1057 ; # 1090 ; # 1072 ; # 1090 ; # 1090 ; # 1103 ; 3 # 1076 ; # 1072 ; # 1085 ; # 1086 ; # 1111 ; # 1050 ; # 1086 ; # 1085 ; # 1074 ; # 1077 ; # 1085 ; # 1094 ; # 1110 ; # 1111 ; # 1087 ; # 1077 ; # 1088 ; # 1077 ; # 1076 ; # 1073 ; # 1072 ; # 1095 ; # 1072 ; # 1108 ; : # 8220 ; 1. # 1042 ; # 1091 ; # 1089 ; # 1110 ; # 1093 ; # 1076 ; # 1110 ; # 1103 ; # 1093 ; # 1087 ; # 1086 ; # 1074 ; # 1110 ; # 1076 ; # 1085 ; # 1086 ; # 1096 ; # 1077 ; # 1085 ; # 1085 ; # 1102 ; # 1076 ; # 1086 ; # 1076 ; # 1110 ; # 1090 ; # 1077 ; # 1081 ; , # 1085 ; # 1077 ; # 1079 ; # 1072 ; # 1083 ; # 1077 ; # 1078 ; # 1085 ; # 1086 ; # 1074 ; # 1110 ; # 1076 ; # 1090 ; # 1086 ; # 1075 ; # 1086 ; , # 1079 ; # 1076 ; # 1110 ; # 1081 ; # 1089 ; # 1085 ; # 1102 ; # 1102 ; # 1090 ; # 1100 ; # 1089 ; # 1103 ; # 1074 ; # 1086 ; # 1085 ; # 1080 ; # 1076 ; # 1077 ; # 1088 ; # 1078 ; # 1072 ; # 1074 ; # 1085 ; # 1080 ; # 1084 ; # 1080 ; # 1095 ; # 1080 ; # 1087 ; # 1088 ; # 1080 ; # 1074 ; # 1072 ; # 1090 ; # 1085 ; # 1080 ; # 1084 ; # 1080 ; # 1091 ; # 1089 ; # 1090 ; # 1072 ; # 1085 ; # 1086 ; # 1074 ; # 1072 ; # 1084 ; # 1080 ; , # 1097 ; # 1086 ; # 1079 ; # 1072 ; # 1081 ; # 1084 ; # 1072 ; # 1102 ; # 1090 ; # 1100 ; # 1089 ; # 1103 ; # 1087 ; # 1080 ; # 1090 ; # 1072 ; # 1085 ; # 1085 ; # 1103 ; # 1084 ; # 1080 ; # 1089 ; # 1086 ; # 1094 ; # 1110 ; # 1072 ; # 1083 ; # 1100 ; # 1085 ; # 1086 ; # 1075 ; # 1086 ; # 1079 ; # 1072 ; # 1073 ; # 1077 ; # 1079 ; # 1087 ; # 1077 ; # 1095 ; # 1077 ; # 1085 ; # 1085 ; # 1103 ; , # 1089 ; # 1091 ; # 1076 ; # 1072 ; # 1084 ; # 1080 ; , # 1072 ; # 1076 ; # 1084 ; # 1110 ; # 1085 ; # 1110 ; # 1089 ; # 1090 ; # 1088 ; # 1072 ; # 1090 ; # 1080 ; # 1074 ; # 1085 ; # 1080 ; # 1084 ; # 1080 ; # 1095 ; # 1080 ; # 1079 ; # 1072 ; # 1082 ; # 1086 ; # 1085 ; # 1086 ; # 1076 ; # 1072 ; # 1074 ; # 1095 ; # 1080 ; # 1084 ; # 1080 ; # 1086 ; # 1088 ; # 1075 ; # 1072 ; # 1085 ; # 1072 ; # 1084 ; # 1080 ; , # 1087 ; # 1077 ; # 1088 ; # 1096 ; # 1086 ; # 1095 ; # 1077 ; # 1088 ; # 1075 ; # 1086 ; # 1074 ; # 1072 ; # 1091 ; # 1074 ; # 1072 ; # 1075 ; # 1072 ; # 1087 ; # 1088 ; # 1080 ; # 1076 ; # 1110 ; # 1083 ; # 1103 ; # 1108 ; # 1090 ; # 1100 ; # 1084 ; # 1089 ; # 1103 ; # 1085 ; # 1072 ; # 1081 ; # 1083 ; # 1110 ; # 1087 ; # 1096 ; # 1086 ; # 1084 ; # 1091 ; # 1079 ; # 1072 ; # 1073 ; # 1077 ; # 1079 ; # 1087 ; # 1077 ; # 1095 ; # 1077 ; # 1085 ; # 1085 ; # 1102 ; # 1110 ; # 1085 ; # 1090 ; # 1077 ; # 1088 ; # 1077 ; # 1089 ; # 1110 ; # 1074 ; # 1076 ; # 1080 ; # 1090 ; # 1080 ; # 1085 ; # 1080 ; . 2. # 1044 ; # 1077 ; # 1088 ; # 1078 ; # 1072 ; # 1074 ; # 1080 ; # 1091 ; # 1095 ; # 1072 ; # 1089 ; # 1085 ; # 1080 ; # 1082 ; # 1080 ; # 1079 ; # 1086 ; # 1073 ; # 1086 ; # 1074 ; # 1103 ; # 1079 ; # 1091 ; # 1102 ; # 1090 ; # 1100 ; # 1089 ; # 1103 ; # 1079 ; # 1072 ; # 1073 ; # 1077 ; # 1079 ; # 1087 ; # 1077 ; # 1095 ; # 1080 ; # 1090 ; # 1080 ; # 1076 ; # 1080 ; # 1090 ; # 1080 ; # 1085 ; # 1110 ; # 1090 ; # 1072 ; # 1082 ; # 1110 ; # 1079 ; # 1072 ; # 1093 ; # 1080 ; # 1089 ; # 1090 ; # 1110 ; # 1087 ; # 1110 ; # 1082 ; # 1083 ; # 1091 ; # 1074 ; # 1072 ; # 1085 ; # 1085 ; # 1103 ; , # 1103 ; # 1082 ; # 1110 ; # 1085 ; # 1077 ; # 1086 ; # 1073 ; # 1093 ; # 1110 ; # 1076 ; # 1085 ; # 1110 ; # 1076 ; # 1083 ; # 1103 ; # 1081 ; # 1086 ; # 1075 ; # 1086 ; # 1076 ; # 1086 ; # 1073 ; # 1088 ; # 1086 ; # 1073 ; # 1091 ; # 1090 ; # 1091 ; , # 1073 ; # 1077 ; # 1088 ; # 1091 ; # 1095 ; # 1080 ; # 1076 ; # 1086 ; # 1091 ; # 1074 ; # 1072 ; # 1075 ; # 1080 ; # 1087 ; # 1088 ; # 1072 ; # 1074 ; # 1072 ; # 1090 ; # 1072 ; # 1086 ; # 1073 ; # 1086 ; # 1074 ; # 8217 ; # 1103 ; # 1079 ; # 1082 ; # 1080 ; # 1081 ; # 1086 ; # 1075 ; # 1086 ; # 1073 ; # 1072 ; # 1090 ; # 1100 ; # 1082 ; # 1110 ; # 1074 ; , # 1086 ; # 1087 ; # 1110 ; # 1082 ; # 1091 ; # 1085 ; # 1110 ; # 1074 ; # 1072 ; # 1073 ; # 1086 ; # 1110 ; # 1085 ; # 1096 ; # 1080 ; # 1093 ; # 1086 ; # 1089 ; # 1110 ; # 1073 ; , # 1103 ; # 1082 ; # 1110 ; # 1085 ; # 1077 ; # 1089 ; # 1091 ; # 1090 ; # 1100 ; # 1079 ; # 1072 ; # 1085 ; # 1077 ; # 1111 ; # 1074 ; # 1110 ; # 1076 ; # 1087 ; # 1086 ; # 1074 ; # 1110 ; # 1076 ; # 1072 ; # 1083 ; # 1100 ; # 1085 ; # 1110 ; # 1089 ; # 1090 ; # 1100 ; # 1079 ; # 1072 ; # 1079 ; # 1072 ; # 1082 ; # 1086 ; # 1085 ; # 1086 ; # 1084 ; , # 1110 ; # 1079 ; # 1094 ; # 1110 ; # 1108 ; # 1102 ; # 1084 ; # 1077 ; # 1090 ; # 1086 ; # 1102 ; # 1074 ; # 1078 ; # 1080 ; # 1074 ; # 1072 ; # 1102 ; # 1090 ; # 1100 ; # 1091 ; # 1089 ; # 1110 ; # 1074 ; # 1110 ; # 1076 ; # 1087 ; # 1086 ; # 1074 ; # 1110 ; # 1076 ; # 1085 ; # 1110 ; # 1079 ; # 1072 ; # 1082 ; # 1086 ; # 1085 ; # 1086 ; # 1076 ; # 1072 ; # 1074 ; # 1095 ; # 1110 ; # 1110 ; # 1072 ; # 1076 ; # 1084 ; # 1110 ; # 1085 ; # 1110 ; # 1089 ; # 1090 ; # 1088 ; # 1072 ; # 1090 ; # 1080 ; # 1074 ; # 1085 ; # 1110 ; # 1079 ; # 1072 ; # 1093 ; # 1086 ; # 1076 ; # 1080 ; . # 1044 ; # 1077 ; # 1088 ; # 1078 ; # 1072 ; # 1074 ; # 1080 ; # 1091 ; # 1095 ; # 1072 ; # 1089 ; # 1085 ; # 1080 ; # 1082 ; # 1080 ; # 1079 ; # 1072 ; # 1073 ; # 1077 ; # 1079 ; # 1087 ; # 1077 ; # 1095 ; # 1091 ; # 1102 ; # 1090 ; # 1100 ; , # 1097 ; # 1086 ; # 1073 ; # 1080 ; # 1091 ; # 1089 ; # 1090 ; # 1072 ; # 1085 ; # 1086 ; # 1074 ; # 1080 ; , # 1089 ; # 1083 ; # 1091 ; # 1078 ; # 1073 ; # 1080 ; # 1110 ; # 1086 ; # 1088 ; # 1075 ; # 1072 ; # 1085 ; # 1080 ; , # 1103 ; # 1082 ; # 1110 ; # 1074 ; # 1110 ; # 1076 ; # 1087 ; # 1086 ; # 1074 ; # 1110 ; # 1076 ; # 1072 ; # 1102 ; # 1090 ; # 1100 ; # 1079 ; # 1072 ; # 1087 ; # 1110 ; # 1082 ; # 1083 ; # 1091 ; # 1074 ; # 1072 ; # 1085 ; # 1085 ; # 1103 ; # 1087 ; # 1088 ; # 1086 ; # 1076 ; # 1110 ; # 1090 ; # 1077 ; # 1081 ; # 1072 ; # 1073 ; # 1086 ; # 1111 ; # 1093 ; # 1085 ; # 1110 ; # 1081 ; # 1079 ; # 1072 ; # 1093 ; # 1080 ; # 1089 ; # 1090 ; , # 1074 ; # 1110 ; # 1076 ; # 1087 ; # 1086 ; # 1074 ; # 1110 ; # 1076 ; # 1072 ; # 1083 ; # 1080 ; # 1085 ; # 1086 ; # 1088 ; # 1084 ; # 1072 ; # 1084 ; , # 1074 ; # 1089 ; # 1090 ; # 1072 ; # 1085 ; # 1086 ; # 1074 ; # 1083 ; # 1077 ; # 1085 ; # 1080 ; # 1084 ; # 1082 ; # 1086 ; # 1084 ; # 1087 ; # 1077 ; # 1090 ; # 1077 ; # 1085 ; # 1090 ; # 1085 ; # 1080 ; # 1084 ; # 1080 ; # 1086 ; # 1088 ; # 1075 ; # 1072 ; # 1085 ; # 1072 ; # 1084 ; # 1080 ; , # 1079 ; # 1086 ; # 1082 ; # 1088 ; # 1077 ; # 1084 ; # 1072 ; , # 1074 ; # 1086 ; # 1073 ; # 1083 ; # 1072 ; # 1089 ; # 1090 ; # 1110 ; # 1073 ; # 1077 ; # 1079 ; # 1087 ; # 1077 ; # 1082 ; # 1080 ; # 1110 ; # 1086 ; # 1093 ; # 1086 ; # 1088 ; # 1086 ; # 1085 ; # 1080 ; # 1079 ; # 1076 ; # 1086 ; # 1088 ; # 1086 ; # 1074 ; # 8217 ; # 1103 ; # 1090 ; # 1072 ; # 1079 ; # 1090 ; # 1086 ; # 1095 ; # 1082 ; # 1080 ; # 1079 ; # 1086 ; # 1088 ; # 1091 ; # 1095 ; # 1080 ; # 1089 ; # 1077 ; # 1083 ; # 1100 ; # 1085 ; # 1086 ; # 1089 ; # 1090 ; # 1110 ; # 1110 ; # 1087 ; # 1088 ; # 1080 ; # 1076 ; # 1072 ; # 1090 ; # 1085 ; # 1086 ; # 1089 ; # 1090 ; # 1110 ; # 1111 ; # 1093 ; # 1085 ; # 1100 ; # 1086 ; # 1075 ; # 1086 ; # 1087 ; # 1077 ; # 1088 ; # 1089 ; # 1086 ; # 1085 ; # 1072 ; # 1083 ; # 1091 ; , # 1072 ; # 1090 ; # 1072 ; # 1082 ; # 1086 ; # 1078 ; # 1082 ; # 1086 ; # 1084 ; # 1087 ; # 1077 ; # 1090 ; # 1077 ; # 1085 ; # 1090 ; # 1085 ; # 1086 ; # 1075 ; # 1086 ; # 1085 ; # 1072 ; # 1075 ; # 1083 ; # 1103 ; # 1076 ; # 1091 ; # 8221 ; [ 1 ; 5 ] . # 1071 ; # 1082 ; # 1079 ; # 1072 ; # 1079 ; # 1085 ; # 1072 ; # 1095 ; # 1072 ; # 1108 ; # 1090 ; # 1100 ; # 1089 ; # 1103 ; # 1091 ; # 1089 ; # 1090 ; # 1072 ; # 1090 ; # 1090 ; # 1110 ; 6 # 1050 ; # 1086 ; # 1085 ; # 1074 ; # 1077 ; # 1085 ; # 1094 ; # 1110 ; # 1111 ; , # 8220 ; # 1076 ; # 1077 ; # 1088 ; # 1078 ; # 1072 ; # 1074 ; # 1080 ; # 1091 ; # 1095 ; # 1072 ; # 1089 ; # 1085 ; # 1080 ; # 1082 ; # 1080 ; # 1074 ; # 1080 ; # 1079 ; # 1085 ; # 1072 ; # 1102 ; # 1090 ; # 1100 ; , # 1097 ; # 1086 ; # 1082 ; # 1086 ; # 1078 ; # 1085 ; # 1072 ; # 1076 ; # 1080 ; # 1090 ; # 1080 ; # 1085 ; # 1072 ; # 1084 ; # 1072 ; # 1108 ; # 1085 ; # 1077 ; # 1074 ; # 1110 ; # 1076 ; # 8217 ; # 1108 ; # 1084 ; # 1085 ; # 1077 ; # 1087 ; # 1088 ; # 1072 ; # 1074 ; # 1086 ; # 1085 ; # 1072 ; # 1078 ; # 1080 ; # 1090 ; # 1090 ; # 1103 ; . # 1044 ; # 1077 ; # 1088 ; # 1078 ; # 1072 ; # 1074 ; # 1080 ; # 1091 ; # 1095 ; # 1072 ; # 1089 ; # 1085 ; # 1080 ; # 1082 ; # 1080 ; # 1079 ; # 1072 ; # 1073 ; # 1077 ; # 1079 ; # 1087 ; # 1077 ; # 1095 ; # 1091 ; # 1102 ; # 1090 ; # 1100 ; # 1091 ; # 1084 ; # 1072 ; # 1082 ; # 1089 ; # 1080 ; # 1084 ; # 1072 ; # 1083 ; # 1100 ; # 1085 ; # 1086 ; # 1084 ; # 1086 ; # 1078 ; # 1083 ; # 1080 ; # 1074 ; # 1110 ; # 1081 ; # 1084 ; # 1110 ; # 1088 ; # 1110 ; # 1074 ; # 1080 ; # 1078 ; # 1080 ; # 1074 ; # 1072 ; # 1085 ; # 1085 ; # 1103 ; # 1110 ; # 1079 ; # 1076 ; # 1086 ; # 1088 ; # 1086 ; # 1074 ; # 1080 ; # 1081 ; # 1088 ; # 1086 ; # 1079 ; # 1074 ; # 1080 ; # 1090 ; # 1086 ; # 1082 ; # 1076 ; # 1080 ; # 1090 ; # 1080 ; # 1085 ; # 1080 ; # 8221 ; [ 1 ; 6 ] . # 1042 ; # 1072 ; # 1078 ; # 1083 ; # 1080 ; # 1074 ; # 1080 ; # 1084 ; # 1087 ; # 1086 ; # 1083 ; # 1086 ; # 1078 ; # 1077 ; # 1085 ; # 1085 ; # 1103 ; # 1084 ; # 1050 ; # 1086 ; # 1085 ; # 1074 ; # 1077 ; # 1085 ; # 1094 ; # 1110 ; # 1111 ; # 1108 ; # 1089 ; # 1090 ; # 1072 ; # 1090 ; # 1090 ; # 1103 ; 8, # 1091 ; # 1074 ; # 1110 ; # 1076 ; # 1087 ; # 1086 ; # 1074 ; # 1110 ; # 1076 ; # 1085 ; # 1086 ; # 1089 ; # 1090 ; # 1110 ; # 1076 ; # 1086 ; # 1103 ; # 1082 ; # 1086 ; # 1111 ; # 1076 ; # 1077 ; # 1088 ; # 1078 ; # 1072 ; # 1110 ; # 1074 ; # 1080 ; # 1091 ; # 1095 ; # 1072 ; # 1089 ; # 1085 ; # 1080 ; # 1082 ; # 1080 ; # 1087 ; # 1086 ; # 1074 ; # 1072 ; # 1078 ; # 1072 ; # 1102 ; # 1090 ; # 1100 ; # 1087 ; # 1088 ; # 1072 ; # 1074 ; # 1086 ; # 1076 ; # 1080 ; # 1090 ; # 1080 ; # 1085 ; # 1080 ; # 1085 ; # 1072 ; # 1079 ; # 1073 ; # 1077 ; # 1088 ; # 1077 ; # 1078 ; # 1077 ; # 1 085 ; # 1085 ; # 1103 ; # 1089 ; # 1074 ; # 1086 ; # 1108 ; # 1111 ; # 1110 ; # 1085 ; # 1076 ; # 1080 ; # 1074 ; # 1110 ; # 1076 ; # 1091 ; # 1072 ; # 1083 ; # 1100 ; # 1085 ; # 1086 ; # 1089 ; # 1090 ; # 1110 ; , # 1074 ; # 1082 ; # 1083 ; # 1102 ; # 1095 ; # 1072 ; # 1102 ; # 1095 ; # 1080 ; # 1075 ; # 1088 ; # 1086 ; # 1084 ; # 1072 ; # 1076 ; # 1103 ; # 1085 ; # 1089 ; # 1090 ; # 1074 ; # 1086 ; , # 1110 ; # 1084 ; # 8217 ; # 1103 ; # 1110 ; # 1089 ; # 1110 ; # 1084 ; # 1077 ; # 1081 ; # 1085 ; # 1110 ; # 1079 ; # 1074 ; # 8217 ; # 1103 ; # 1079 ; # 1082 ; # 1080 ; , # 1103 ; # 1082 ; # 1087 ; # 1077 ; # 1088 ; # 1077 ; # 1076 ; # 1073 ; # 1072 ; # 1095 ; # 1072 ; # 1108 ; # 1090 ; # 1100 ; # 1089 ; # 1103 ; # 1079 ; # 1072 ; # 1082 ; # 1086 ; # 1085 ; # 1086 ; # 1084 ; , # 1085 ; # 1077 ; # 1087 ; # 1088 ; # 1080 ; # 1087 ; # 1091 ; # 1089 ; # 1082 ; # 1072 ; # 1102 ; # 1095 ; # 1080 ; # 1087 ; # 1088 ; # 1086 ; # 1090 ; # 1080 ; # 1079 ; # 1072 ; # 1082 ; # 1086 ; # 1085 ; # 1085 ; # 1086 ; # 1075 ; # 1086 ; # 1074 ; # 1090 ; # 1088 ; # 1091 ; # 1095 ; # 1072 ; # 1085 ; # 1085 ; # 1103 ; # 8221 ; [ 1 ; 7 ] . # 1071 ; # 1082 ; # 1079 ; # 1072 ; # 1079 ; # 1085 ; # 1072 ; # 1095 ; # 1077 ; # 1085 ; # 1086 ; # 1091 ; # 1089 ; # 1090 ; # 1072 ; # 1090 ; # 1090 ; # 1110 ; 9, # 8220 ; # 1076 ; # 1077 ; # 1088 ; # 1078 ; # 1072 ; # 1074 ; # 1080 ; # 1091 ; # 1095 ; # 1072 ; # 1089 ; # 1085 ; # 1080 ; # 1082 ; # 1080 ; # 1079 ; # 1072 ; # 1073 ; # 1077 ; # 1079 ; # 1087 ; # 1077 ; # 1095 ; # 1091 ; # 1102 ; # 1090 ; # 1100 ; , # 1097 ; # 1086 ; # 1073 ; # 1080 ; # 1076 ; # 1080 ; # 1090 ; # 1080 ; # 1085 ; # 1072 ; # 1085 ; # 1077 ; # 1088 ; # 1086 ; # 1079 ; # 1083 ; # 1091 ; # 1095 ; # 1072 ; # 1083 ; # 1072 ; # 1089 ; # 1103 ; # 1079 ; # 1110 ; # 1089 ; # 1074 ; # 1086 ; # 1111 ; # 1084 ; # 1080 ; # 1073 ; # 1072 ; # 1090 ; # 1100 ; # 1082 ; # 1072 ; # 1084 ; # 1080 ; # 1074 ; # 1089 ; # 1091 ; # 1087 ; # 1077 ; # 1088 ; # 1077 ; # 1095 ; # 1111 ; # 1093 ; # 1085 ; # 1100 ; # 1086 ; # 1084 ; # 1091 ; # 1073 ; # 1072 ; # 1078 ; # 1072 ; # 1085 ; # 1085 ; # 1102 ; , # 1079 ; # 1072 ; # 1074 ; # 1080 ; # 1085 ; # 1103 ; # 1090 ; # 1082 ; # 1086 ; # 1084 ; # 1074 ; # 1080 ; # 1087 ; # 1072 ; # 1076 ; # 1082 ; # 1110 ; # 1074 ; , # 1082 ; # 1086 ; # 1083 ; # 1080 ; # 1082 ; # 1086 ; # 1084 ; # 1087 ; # 1077 ; # 1090 ; # 1077 ; # 1085 ; # 1090 ; # 1085 ; # 1110 ; # 1086 ; # 1088 ; # 1075 ; # 1072 ; # 1085 ; # 1080 ; , # 1079 ; # 1075 ; # 1110 ; # 1076 ; # 1085 ; # 1086 ; # 1089 ; # 1091 ; # 1076 ; # 1086 ; # 1074 ; # 1086 ; # 1084 ; # 1091 ; # 1088 ; # 1110 ; # 1096 ; 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# 1090 ; # 1072 ; # 1090 ; # 1090 ; # 1103 ; 24 # 1079 ; # 1086 ; # 1073 ; # 1086 ; # 1074 ; # 8217 ; # 1103 ; # 1079 ; # 1091 ; # 1108 ; # 1076 ; # 1077 ; # 1088 ; # 1078 ; # 1072 ; # 1074 ; # 1080 ; # 1095 ; # 1083 ; # 1077 ; # 1085 ; # 1080 ; # 1074 ; # 1080 ; # 1079 ; # 1085 ; # 1072 ; # 1090 ; # 1080 ; # 1087 ; # 1088 ; # 1072 ; # 1074 ; # 1086 ; # 1076 ; # 1080 ; # 1090 ; # 1080 ; # 1085 ; # 1080 ; # 1085 ; # 1072 ; # 1082 ; # 1086 ; # 1088 ; # 1080 ; # 1089 ; # 1090 ; # 1091 ; # 1074 ; # 1072 ; # 1085 ; # 1085 ; # 1103 ; # 1085 ; # 1072 ; # 1081 ; # 1073 ; # 1110 ; # 1083 ; # 1100 ; # 1096 ; # 1076 ; # 1086 ; # 1089 ; # 1082 ; # 1086 ; # 1085 ; # 1072 ; # 1083 ; # 1080 ; # 1084 ; # 1080 ; # 1087 ; # 1086 ; # 1089 ; # 1083 ; # 1091 ; # 1075 ; # 1072 ; # 1084 ; # 1080 ; # 1089 ; # 1080 ; # 1089 ; # 1090 ; # 1077 ; # 1084 ; # 1086 ; # 1093 ; # 1086 ; # 1088 ; # 1086 ; # 1 085 ; # 1080 ; # 1079 ; # 1076 ; # 1086 ; # 1088 ; # 1086 ; # 1074 ; # 8217 ; # 1103 ; # 1074 ; # 1086 ; # 1083 ; # 1086 ; # 1076 ; # 1110 ; # 1085 ; # 1085 ; # 1103 ; # 1085 ; # 1072 ; # 1081 ; # 1074 ; # 1080 ; # 1097 ; # 1080 ; # 1084 ; # 1076 ; # 1086 ; # 1089 ; # 1103 ; # 1078 ; # 1085 ; # 1080 ; # 1084 ; # 1088 ; # 1110 ; # 1074 ; # 1085 ; # 1077 ; # 1084 ; # 1079 ; # 1076 ; # 1086 ; # 1088 ; # 1086 ; # 1074 ; # 8217 ; # 1103 ; . # 1050 ; # 1088 ; # 1110 ; # 1084 ; # 1090 ; # 1086 ; # 1075 ; # 1086 ; , # 1085 ; # 1072 ; # 1076 ; # 1077 ; # 1088 ; # 1078 ; # 1072 ; # 1074 ; # 1091 ; # 1087 ; # 1086 ; # 1082 ; # 1083 ; # 1072 ; # 1076 ; # 1072 ; # 1108 ; # 1090 ; # 1100 ; # 1089 ; # 1103 ; # 1086 ; # 1073 ; # 1086 ; # 1074 ; # 8217 ; # 1103 ; # 1079 ; # 1086 ; # 1082 ; # 1079 ; # 1072 ; # 1073 ; # 1077 ; # 1079 ; # 1087 ; # 1077 ; # 1095 ; # 1091 ; # 1074 ; # 1072 ; # 1090 ; # 1080 ; # 1084 ; # 1077 ; # 1076 ; # 1080 ; # 1095 ; # 1085 ; # 1091 ; # 1076 ; # 1086 ; # 1087 ; # 1086 ; # 1084 ; # 1086 ; # 1075 ; # 1091 ; # 1110 ; # 1084 ; # 1077 ; # 1076 ; # 1080 ; # 1095 ; # 1085 ; # 1086 ; # 1089 ; # 1072 ; # 1085 ; # 1110 ; # 1090 ; # 1072 ; # 1088 ; # 1085 ; # 1077 ; # 1086 ; # 1073 ; # 1089 ; # 1083 ; # 1091 ; # 1075 ; # 1086 ; # 1074 ; # 1091 ; # 1074 ; # 1072 ; # 1085 ; # 1085 ; # 1103 ; # 1074 ; # 1089 ; # 1110 ; # 1084 ; # 1076 ; # 1110 ; # 1090 ; # 1103 ; # 1084 ; # 1079 ; # 1072 ; # 1082 ; # 1094 ; # 1077 ; # 1085 ; # 1090 ; # 1086 ; # 1084 ; # 1085 ; # 1072 ; # 1087 ; # 1077 ; # 1088 ; # 1074 ; # 1080 ; # 1085 ; # 1085 ; # 1091 ; # 1084 ; # 1077 ; # 1076 ; # 1080 ; # 1095 ; # 1085 ; # 1086 ; # 1089 ; # 1072 ; # 1085 ; # 1110 ; # 1090 ; # 1072 ; # 1088 ; # 1085 ; # 1091 ; # 1076 ; # 1086 ; # 1087 ; # 1086 ; # 1084 ; # 1086 ; # 1075 ; # 1091 ; , # 1073 ; # 1086 ; # 1088 ; # 1086 ; # 1090 ; # 1100 ; # 1073 ; # 1091 ; # 1079 ; # 1093 ; # 1074 ; # 1086 ; # 1088 ; # 1086 ; # 1073 ; # 1072 ; # 1084 ; # 1080 ; # 1110 ; # 1085 ; # 1077 ; # 1076 ; # 1086 ; # 1074 ; # 1075 ; # 1086 ; # 1090 ; # 1086 ; # 1074 ; # 1072 ; # 1085 ; # 1110 ; # 1089 ; # 1090 ; # 1102 ; , # 1079 ; # 1072 ; # 1073 ; # 1077 ; # 1079 ; # 1087 ; # 1077 ; # 1095 ; # 1091 ; # 1102 ; # 1095 ; # 1080 ; # 1076 ; # 1086 ; # 1089 ; # 1090 ; # 1072 ; # 1090 ; # 1085 ; # 1102 ; # 1082 ; # 1110 ; # 1083 ; # 1100 ; # 1082 ; # 1110 ; # 1089 ; # 1090 ; # 1100 ; # 1087 ; # 1088 ; # 1086 ; # 1076 ; # 1086 ; # 1074 ; # 1086 ; # 1083 ; # 1100 ; # 1089 ; # 1090 ; # 1074 ; # 1072 ; , # 1095 ; # 1080 ; # 1089 ; # 1090 ; # 1091 ; # 1087 ; # 1080 ; # 1090 ; # 1085 ; # 1091 ; # 1074 ; # 1086 ; # 1076 ; # 1091 ; # 1110 ; # 1074 ; # 1110 ; # 1076 ; # 1087 ; # 1086 ; # 1074 ; # 1110 ; # 1076 ; # 1085 ; # 1110 ; # 1089 ; # 1072 ; # 1085 ; # 1110 ; # 1090 ; # 1072 ; # 1088 ; # 1085 ; # 1110 ; # 1091 ; # 1084 ; # 1086 ; # 1074 ; # 1080 ; . # 8220 ; # 1057 ; # 1090 ; # 1072 ; # 1090 ; # 1090 ; # 1110 ; 34 # 1090 ; # 1072 ; 35 # 1079 ; # 1072 ; # 1079 ; # 1085 ; # 1072 ; # 1095 ; # 1077 ; # 1085 ; # 1086 ; # 1075 ; # 1086 ; # 1076 ; # 1086 ; # 1082 ; # 1091 ; # 1084 ; # 1077 ; # 1085 ; # 1090 ; # 1091 ; # 1088 ; # 1086 ; # 1079 ; # 1094 ; # 1110 ; # 1085 ; # 1102 ; # 1102 ; # 1090 ; # 1100 ; # 1082 ; # 1086 ; # 1084 ; # 1077 ; # 1088 ; # 1094 ; # 1110 ; # 1081 ; # 1085 ; # 1091 ; # 1077 ; # 1082 ; # 1089 ; # 1087 ; # 1083 ; # 1091 ; # 1072 ; # 1090 ; # 1072 ; # 1094 ; # 1110 ; # 1102 ; # 1076 ; # 1110 ; # 1090 ; # 1077 ; # 1081 ; # 1110 ; # 1087 ; # 1110 ; # 1076 ; # 1083 ; # 1110 ; # 1090 ; # 1082 ; # 1110 ; # 1074 ; # 1103 ; # 1082 ; # 1079 ; # 1083 ; # 1086 ; # 1095 ; # 1080 ; # 1085 ; # 8221 ; [ 10 ; 9 ] . # 1050 ; # 1086 ; # 1085 ; # 1074 ; # 1077 ; # 1085 ; # 1094 ; # 1110 ; # 1103 ; # 1084 ; # 1110 ; # 1089 ; # 1090 ; # 1080 ; # 1090 ; # 1100 ; # 1087 ; # 1077 ; # 1088 ; # 1077 ; # 1083 ; # 1110 ; # 1082 ; # 1087 ; # 1088 ; # 1072 ; # 1074 ; # 1076 ; # 1080 ; # 1090 ; # 1080 ; # 1085 ; # 1080 ; , # 1089 ; # 1077 ; # 1088 ; # 1077 ; # 1076 ; # 1103 ; # 1082 ; # 1080 ; # 1093 ; # 1108 ; , # 1079 ; # 1086 ; # 1082 ; # 1088 ; # 1077 ; # 1084 ; # 1072 ; , # 1090 ; # 1072 ; # 1082 ; # 1110 ; : # 1074 ; # 1089 ; # 1110 ; # 1076 ; # 1110 ; # 1090 ; # 1080 ; # 1084 ; # 1072 ; # 1102 ; # 1090 ; # 1100 ; # 1087 ; # 1088 ; # 1072 ; # 1074 ; # 1086 ; # 1085 ; # 1072 ; # 1083 ; # 1102 ; # 1073 ; # 1086 ; # 1074 ; # 1110 ; # 1089 ; # 1087 ; # 1110 ; # 1083 ; # 1082 ; # 1091 ; # 1074 ; # 1072 ; # 1085 ; # 1085 ; # 1103 ; ; # 1074 ; # 1089 ; # 1110 ; # 1076 ; # 1110 ; # 1090 ; # 1080 ; # 1084 ; # 1072 ; # 1102 ; # 1090 ; # 1100 ; # 1087 ; # 1088 ; # 1072 ; # 1074 ; # 1086 ; # 1085 ; # 1072 ; # 1085 ; # 1072 ; # 1083 ; # 1077 ; # 1078 ; # 1085 ; # 1077 ; # 1093 ; # 1072 ; # 1088 ; # 1095 ; # 1091 ; # 1074 ; # 1072 ; # 1085 ; # 1085 ; # 1103 ; ; # 1074 ; # 1089 ; # 1110 ; # 1076 ; # 1110 ; # 1090 ; # 1080 ; # 1084 ; # 1072 ; # 1102 ; # 1090 ; # 1100 ; # 1087 ; # 1088 ; # 1072 ; # 1074 ; # 1086 ; # 1085 ; # 1072 ; # 1075 ; # 1088 ; # 1091 ; ; # 1078 ; # 1086 ; # 1076 ; # 1085 ; # 1072 ; # 1076 ; # 1080 ; # 1090 ; # 1080 ; # 1085 ; # 1072 ; # 1085 ; # 1077 ; # 1087 ; # 1086 ; # 1074 ; # 1080 ; # 1085 ; # 1085 ; # 1072 ; # 1073 ; # 1091 ; # 1090 ; # 1080 ; # 1087 ; # 1088 ; # 1080 ; # 1084 ; # 1091 ; # 1096 ; # 1077 ; # 1085 ; # 1086 ; # 1102 ; # 1076 ; # 1086 ; # 1087 ; # 1088 ; # 1072 ; # 1094 ; # 1110 ; ; # 1078 ; # 1086 ; # 1076 ; # 1085 ; # 1072 ; # 1076 ; # 1080 ; # 1090 ; # 1080 ; # 1085 ; # 1072 ; # 1085 ; # 1077 ; # 1087 ; # 1086 ; # 1074 ; # 1080 ; # 1085 ; # 1085 ; # 1072 ; # 1073 ; # 1091 ; # 1090 ; # 1080 ; # 1078 ; # 1077 ; # 1088 ; # 1090 ; # 1074 ; # 1086 ; # 1102 ; # 1085 ; # 1072 ; # 1089 ; # 1080 ; # 1083 ; # 1100 ; # 1089 ; # 1090 ; # 1074 ; # 1072 ; # 1072 ; # 1073 ; # 1086 ; # 1074 ; # 1110 ; # 1081 ; # 1085 ; # 1080 ; ; # 1074 ; # 1089 ; # 1110 ; # 1076 ; # 1110 ; # 1090 ; # 1080 ; # 1108 ; # 1088 ; # 1110 ; # 1074 ; # 1085 ; # 1080 ; # 1084 ; # 1080 ; ; # 1074 ; # 1089 ; # 1110 ; # 1076 ; # 1110 ; # 1090 ; # 1080 ; # 1084 ; # 1072 ; # 1102 ; # 1090 ; # 1100 ; # 1087 ; # 1088 ; # 1072 ; # 1074 ; # 1086 ; # 1085 ; # 1072 ; # 1085 ; # 1072 ; # 1074 ; # 1095 ; # 1072 ; # 1085 ; # 1085 ; # 1103 ; ; # 1074 ; # 1089 ; # 1110 ; # 1076 ; # 1110 ; # 1090 ; # 1080 ; # 1084 ; # 1072 ; # 1102 ; # 1090 ; # 1100 ; # 1087 ; # 1088 ; # 1072 ; # 1074 ; # 1086 ; # 1085 ; # 1072 ; # 1084 ; # 1077 ; # 1076 ; # 1080 ; # 1095 ; # 1085 ; # 1077 ; # 1086 ; # 1073 ; # 1089 ; # 1083 ; # 1091 ; # 1075 ; # 1086 ; # 1074 ; # 1091 ; # 1074 ; # 1072 ; # 1085 ; # 1085 ; # 1103 ; ; # 1078 ; # 1086 ; # 1076 ; # 1085 ; # 1072 ; # 1076 ; # 1080 ; # 1090 ; # 1080 ; # 1085 ; # 1072 ; # 1085 ; # 1077 ; # 1087 ; # 1086 ; # 1074 ; # 1080 ; # 1085 ; # 1085 ; # 1072 ; # 1073 ; # 1091 ; # 1090 ; # 1080 ; # 1089 ; # 1082 ; # 1088 ; # 1080 ; # 1074 ; # 1076 ; # 1078 ; # 1077 ; # 1085 ; # 1072 ; # 1110 ; # 1079 ; # 1085 ; # 1077 ; # 1074 ; # 1072 ; # 1078 ; # 1077 ; # 1085 ; # 1072 ; ; # 1078 ; # 1086 ; # 1076 ; # 1085 ; # 1072 ; # 1076 ; # 1080 ; # 1090 ; # 1080 ; # 1085 ; # 1072 ; # 1085 ; # 1077 ; # 1087 ; # 1086 ; # 1074 ; # 1080 ; # 1085 ; # 1085 ; # 1072 ; # 1073 ; # 1091 ; # 1090 ; # 1080 ; # 1086 ; # 1073 ; # 8221 ; # 1108 ; # 1082 ; # 1090 ; # 1086 ; # 1084 ; # 1089 ; # 1077 ; # 1082 ; # 1089 ; # 1091 ; # 1072 ; # 1083 ; # 1100 ; # 1085 ; # 1080 ; # 1093 ; # 1087 ; # 1086 ; # 1089 ; # 1103 ; # 1075 ; # 1072 ; # 1085 ; # 1100 ; ; # 1076 ; # 1110 ; # 1090 ; # 1080 ; # 1084 ; # 1086 ; # 1078 ; # 1091 ; # 1090 ; # 1100 ; # 1079 ; # 1091 ; # 1089 ; # 1090 ; # 1088 ; # 1110 ; # 1095 ; # 1072 ; # 1090 ; # 1080 ; # 1089 ; # 1103 ; # 1079 ; # 1082 ; # 1080 ; # 1084 ; # 1073 ; # 1072 ; # 1078 ; # 1072 ; # 1102 ; # 1090 ; # 1100 ; ; # 1087 ; # 1077 ; # 1088 ; # 1077 ; # 1074 ; # 1072 ; # 1075 ; # 1072 ; # 1085 ; # 1072 ; # 1076 ; # 1072 ; # 1108 ; # 1090 ; # 1100 ; # 1089 ; # 1103 ; # 1076 ; # 1110 ; # 1090 ; # 1103 ; # 1084 ; # 1073 ; # 1077 ; # 1079 ; # 1089 ; # 1110 ; # 1084 ; # 1077 ; # 1081 ; ; # 1087 ; # 1077 ; # 1088 ; # 1077 ; # 1074 ; # 1072 ; # 1075 ; # 1072 ; # 1085 ; # 1072 ; # 1076 ; # 1072 ; # 1108 ; # 1090 ; # 1100 ; # 1089 ; # 1103 ; # 1076 ; # 1110 ; # 1090 ; # 1103 ; # 1084 ; # 1110 ; # 1085 ; # 1074 ; # 1072 ; # 1083 ; # 1110 ; # 1076 ; # 1072 ; # 1084 ; ; # 1076 ; # 1110 ; # 1090 ; # 1080 ; # 1084 ; # 1086 ; # 1078 ; # 1091 ; # 1090 ; # 1100 ; # 1086 ; # 1073 ; # 1080 ; # 1088 ; # 1072 ; # 1090 ; # 1080 ; # 1089 ; # 1074 ; # 1086 ; # 1102 ; # 1074 ; # 1083 ; # 1072 ; # 1089 ; # 1085 ; # 1091 ; # 1088 ; # 1077 ; # 1083 ; # 1110 ; # 1075 ; # 1110 ; # 1102 ; ; # 1076 ; # 1110 ; # 1090 ; # 1080 ; # 1084 ; # 1072 ; # 1102 ; # 1090 ; # 1100 ; # 1087 ; # 1088 ; # 1072 ; # 1074 ; # 1086 ; # 1085 ; # 1072 ; # 1110 ; # 1085 ; # 1092 ; # 1086 ; # 1088 ; # 1084 ; # 1072 ; # 1094 ; # 1110 ; # 1102 ; ; # 1087 ; # 1077 ; # 1088 ; # 1077 ; # 1074 ; # 1072 ; # 1075 ; # 1072 ; # 1085 ; # 1072 ; # 1076 ; # 1072 ; # 1108 ; # 1090 ; # 1100 ; # 1089 ; # 1103 ; # 1076 ; # 1110 ; # 1090 ; # 1103 ; # 1084 ; # 1073 ; # 1110 ; # 1078 ; # 1077 ; # 1085 ; # 1094 ; # 1103 ; # 1084 ; ; # 1087 ; # 1077 ; # 1088 ; # 1077 ; # 1074 ; # 1072 ; # 1075 ; # 1072 ; # 1085 ; # 1072 ; # 1076 ; # 1072 ; # 1108 ; # 1090 ; # 1100 ; # 1089 ; # 1103 ; # 1076 ; # 1110 ; # 1090 ; # 1103 ; # 1084 ; # 1073 ; # 1110 ; # 1078 ; # 1077 ; # 1085 ; # 1094 ; # 1103 ; # 1084 ; ; # 1087 ; # 1077 ; # 1088 ; # 1077 ; # 1074 ; # 1072 ; # 1075 ; # 1072 ; # 1085 ; # 1072 ; # 1076 ; # 1072 ; # 1108 ; # 1090 ; # 1100 ; # 1089 ; # 1103 ; # 1076 ; # 1110 ; # 1090 ; # 1103 ; # 1084 ; , # 1097 ; # 1086 ; # 1087 ; # 1077 ; # 1088 ; # 1077 ; # 1073 ; # 1091 ; # 1074 ; # 1072 ; # 1102 ; # 1090 ; # 1100 ; # 1091 ; # 1082 ; # 1086 ; # 1085 ; # 1092 ; # 1083 ; # 1110 ; # 1082 ; # 1090 ; # 1110 ; # 1079 ; # 1079 ; # 1072 ; # 1082 ; # 1086 ; # 1085 ; # 1086 ; # 1084 ; ; # 1076 ; # 1110 ; # 1090 ; # 1080 ; # 1084 ; # 1086 ; # 1078 ; # 1091 ; # 1090 ; # 1100 ; # 1074 ; # 1080 ; # 1088 ; # 1072 ; # 1078 ; # 1072 ; # 1090 ; # 1080 ; # 1089 ; # 1074 ; # 1086 ; # 1111 ; # 1076 ; # 1091 ; # 1084 ; # 1082 ; # 1080 ; . # 1050 ; # 1088 ; # 1110 ; # 1084 ; # 1087 ; # 1077 ; # 1088 ; # 1077 ; # 1083 ; # 1110 ; # 1082 ; # 1091 ; # 1087 ; # 1088 ; # 1072 ; # 1074 ; # 1076 ; # 1080 ; # 1090 ; # 1080 ; # 1085 ; # 1080 ; # 1050 ; # 1086 ; # 1085 ; # 1074 ; # 1077 ; # 1085 ; # 1094 ; # 1110 ; # 1103 ; # 1084 ; # 1110 ; # 1089 ; # 1090 ; # 1080 ; # 1090 ; # 1100 ; # 1090 ; # 1072 ; # 1082 ; # 1086 ; # 1078 ; # 1074 ; # 1089 ; # 1077 ; # 1086 ; # 1093 ; # 1086 ; # 1087 ; # 1085 ; # 1080 ; # 1081 ; # 1074 ; # 1080 ; # 1082 ; # 1083 ; # 1072 ; # 1076 ; # 1090 ; # 1080 ; # 1093 ; # 1079 ; # 1086 ; # 1073 ; # 1086 ; # 1074 ; # 8217 ; # 1103 ; # 1079 ; # 1072 ; # 1085 ; # 1100 ; , # 1103 ; # 1082 ; # 1110 ; # 1076 ; # 1077 ; # 1088 ; # 1078 ; # 1072 ; # 1074 ; # 1080 ; # 1075 ; # 1086 ; # 1090 ; # 1086 ; # 1074 ; # 1110 ; # 1074 ; # 1080 ; # 1079 ; # 1085 ; # 1072 ; # 1090 ; # 1080 ; # 1087 ; # 1086 ; # 1074 ; # 111 0 ; # 1076 ; # 1085 ; # 1086 ; # 1096 ; # 1077 ; # 1085 ; # 1085 ; # 1085 ; # 1085 ; # 1102 ; # 1076 ; # 1086 ; # 1076 ; # 1110 ; # 1090 ; # 1077 ; # 1081 ; . # 1062 ; # 1110 ; # 1079 ; # 1086 ; # 1073 ; # 1086 ; # 1074 ; # 8217 ; # 1103 ; # 1079 ; # 1072 ; # 1085 ; # 1085 ; # 1103 ; # 1084 ; # 1086 ; # 1078 ; # 1091 ; # 1090 ; # 1100 ; # 1084 ; # 1072 ; # 1090 ; # 1080 ; # 1087 ; # 1088 ; # 1103 ; # 1084 ; # 1080 ; # 1081 ; # 1093 ; # 1072 ; # 1088 ; # 1072 ; # 1082 ; # 1090 ; # 1077 ; # 1088 ; ( # 1085 ; # 1072 ; # 1087 ; # 1088 ; # 1080 ; # 1082 ; # 1083 ; # 1072 ; # 1076 ; , # 1079 ; # 1072 ; # 1073 ; # 1077 ; # 1079 ; # 1087 ; # 1077 ; # 1095 ; # 1077 ; # 1085 ; # 1085 ; # 1103 ; # 1085 ; # 1072 ; # 1074 ; # 1095 ; # 1072 ; # 1083 ; # 1100 ; # 1085 ; # 1080 ; # 1084 ; # 1080 ; # 1079 ; # 1072 ; # 1089 ; # 1086 ; # 1073 ; # 1072 ; # 1084 ; # 1080 ; # 1110 ; # 1085 ; # 1072 ; # 1083 ; # 1077 ; # 1078 ; # 1085 ; # 1077 ; # 1074 ; # 1080 ; # 1082 ; # 1086 ; # 1085 ; # 1072 ; # 1085 ; # 1085 ; # 1103 ; # 1089 ; # 1091 ; # 1076 ; # 1086 ; # 1095 ; # 1080 ; # 1085 ; # 1089 ; # 1090 ; # 1074 ; # 1072 ; # 1097 ; # 1086 ; # 1076 ; # 1086 ; # 1085 ; # 1077 ; # 1087 ; # 1086 ; # 1074 ; # 1085 ; # 1086 ; # 1083 ; # 1110 ; # 1090 ; # 1085 ; # 1110 ; # 1093 ; ) # 1072 ; # 1073 ; # 1086 ; # 1085 ; # 1077 ; # 1087 ; # 1088 ; # 1103 ; # 1084 ; # 1080 ; # 1081 ; ( # 1085 ; # 1072 ; # 1076 ; # 1072 ; # 1085 ; # 1085 ; # 1103 ; # 1084 ; # 1086 ; # 1078 ; # 1083 ; # 1080 ; # 1074 ; # 1086 ; # 1089 ; # 1090 ; # 1110 ; # 1073 ; # 1072 ; # 1090 ; # 1100 ; # 1082 ; # 1072 ; # 1084 ; , # 1073 ; # 1072 ; # 1075 ; # 1072 ; # 1090 ; # 1086 ; # 1076 ; # 1110 ; # 1090 ; # 1085 ; # 1080 ; # 1084 ; # 1089 ; # 1110 ; # 1084 ; # 8217 ; # 1103 ; # 1084 ; # 1095 ; # 1080 ; # 1086 ; # 1087 ; # 1110 ; # 1082 ; # 1091 ; # 1085 ; # 1072 ; # 1084 ; # 1074 ; # 1080 ; # 1082 ; # 1086 ; # 1085 ; # 1091 ; # 1074 ; # 1072 ; # 1090 ; # 1080 ; # 1089 ; # 1074 ; # 1086 ; # 1102 ; # 1087 ; # 1077 ; # 1088 ; # 1096 ; # 1086 ; # 1095 ; # 1077 ; # 1088 ; # 1075 ; # 1086 ; # 1074 ; # 1091 ; # 1088 ; # 1086 ; # 1083 ; # 1100 ; # 1090 ; # 1072 ; # 1086 ; # 1073 ; # 1086 ; # 1074 ; # 8217 ; # 1103 ; # 1079 ; # 1082 ; # 1080 ; # 1079 ; # 1087 ; # 1110 ; # 1082 ; # 1083 ; # 1091 ; # 1074 ; # 1072 ; # 1085 ; # 1085 ; # 1103 ; # 1090 ; # 1072 ; # 1086 ; # 1093 ; # 1086 ; # 1088 ; # 1086 ; # 1085 ; # 1080 ; # 1076 ; # 1110 ; # 1090 ; # 1077 ; # 1081 ; # 1090 ; # 1086 ; # 1097 ; # 1086 ; ) . # 1053 ; # 1072 ; # 1089 ; # 1077 ; # 1088 ; # 1077 ; # 1076 ; # 1080 ; # 1085 ; # 1091 ; # 1074 ; # 1077 ; # 1088 ; # 1077 ; # 1089 ; # 1085 ; # 1103 ; 1997 # 1088 ; # 1086 ; # 1082 ; # 1091 ; # 1050 ; # 1086 ; # 1085 ; # 1074 ; # 1077 ; # 1085 ; # 1094 ; # 1110 ; # 1102 ; # 1087 ; # 1088 ; # 1086 ; # 1087 ; # 1088 ; # 1072 ; # 1074 ; # 1072 ; # 1076 ; # 1080 ; # 1090 ; # 1080 ; # 1085 ; # 1080 ; # 1088 ; # 1072 ; # 1090 ; # 1080 ; # 1092 ; # 1110 ; # 1082 ; # 1091 ; # 1074 ; # 1072 ; # 1083 ; # 1072 ; 191 # 1076 ; # 1077 ; # 1088 ; # 1078 ; # 1072 ; # 1074 ; # 1072 ; . # 1047 ; # 1072 ; # 1088 ; # 1072 ; # 1079 ; # 1079 ; # 1072 ; # 1083 ; # 1080 ; # 1096 ; # 1072 ; # 1108 ; # 1090 ; # 1100 ; # 1089 ; # 1103 ; # 1083 ; # 1080 ; # 1096 ; 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Standards Essay Example

Standards Essay The no child left Behind Act was established to ensure that the schools of the United States of America were able to meet the standard required to compete with countries such as China and India (http://www.americanchronicle.com/articles/viewArticle.asp?article ID=26115).   It is also aimed at helping students with various disabilities including physical, economic and learning.   It will also benefit the student of African American origin. It has looked into school standards and ensured that no one will be disadvantaged because of their race or disability.   The schools are to be propely equipped to ensure the standards in all schools are raised so as to produce competent adults who after schooling will be able to compete in the twenty-first century.   It requires yearly progress reports and also quality teachers who qualify for the displine they are to teach. The standards are grouped according to the people being targeted.   There are teacher standards, student achievement standards, state laws among others.   In the documents below all the standards are explained and expounded. Evers, W.M.(2001) Standards and Accountability Stanford CA.: Hoover Institution Press We will write a custom essay sample on Standards specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Standards specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Standards specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Hirsch, E. D. Jr 2001) Curriculum and Competence. Moe,T.M.(Ed) (2000) A Primer on America’s Schools Stanford, C.A. Hoover institution Press New Jersey Core. Curriculum Content Standards http://www.nj.gov/education/cccs/cccs.pdf. State of New Jersey Department of Education http://www.state.nj.us/education/cccs/s1-upa.htm. The state of New Jersey has had a keen interest in eduction since as far back as 1917 where efforts were to improve school heath, safety and physical education.   From the first to the twelveth grade two and a half hours were to be used each week for instruction in health, physical and safety education.(http://www.nj.gov/education/cccs/ccs.pdf).   In 1996 the New Jersey core curriculum content standards for comprehensive health and physical eeducation was adopted to replace it.   The No Child Left behind Act was put in place in 2001. There are teacher competency standards put in place by the state laws.   A teacher has to be highly qualified and possess the ability to understand the central concepts, how the discipline is structured, the tools required for inquiring and also be able to make the subject matter appealing to the students and also understandable.   This is under the subject matter standard.   There is also the human growth and development standard which demands that the teacher has to have an understanding or the growth of children and adolescents.   They have to be diverse learners who practice teaching that is responsive to the culture.   They should also have long and short term plans for the way they will conduct their instructions. Teachers must also be able to introduce and implememnt assessment strategies that gauge how well the students have benefited from instructions.   The learning environment should be made conducive while looking into the needs of those children with special needs.   The teacher must be able to communicate the information they have to the students eloquently and clearly.   Collaboration and partnership with the wider community is also essential in development of children aand this includes partnering with parents and the community.   The teacher has to be able to inspire professional development in themselves and also in the students. Ther are also standards put in place to guide school leaders on how to ensure the success of students.   To begin with they have to first understand then respond and finally influence the political, economic, cultural, social and legal affairs that concern the school.   They must also be able to collaborate with the students’ families and the community to encourage success of students from their significant others.   They should be able to facilitate development, stewardship, articulaton and implementation of school policies while exercising fairness, ethical standards and integrity.   This is also important in the management of the organization, resources and the operations taking place in the school.   They should also be able to introduce a school culture that they can nurture and in the long-run sustain to improve school standards. (http://www.state.nj.us/education/profdev/profstand/standards.pdf). The students’ standards include maintaining a good grade for aid to continue being approved.   A slip in the standard gotten may lead to stopping of educational financial aid.   There are also laws put in place against bullying.   This was done so as to ensure a condusive learning environment. The state laws demand that all curricula should be in line with the standards put in place.   The teachers are also supposed to deliver instructions according to the standards and ensure that they conduct assessment of the students along the course.   There is also the accountability system put in place for schools and districts which also includes the requirements of high school graduation.   Some subjects like reading and maths are to be assessed in each grade from first grade to eighth grade and again in the eleventh grade.   Science is to be graded in fourth, eighth and eleventh grade.   The teacher must also be highly qualified in the research based methodologies that are to be used in class (education.state.us/cccs/?-intro-19k-). At the national scale the New Jersey Department of Agriculture is more concerned with the healthy eating of students to promote their motivation in class to learn.   This they do by providing nutritious food, nutritional education and encouraging physical activity to reduce the number of obese children and adolescents that are in school.   There is also prohibition of certain foods in the vicinity of schools whether selling, promoting or serving them to students. The state of New Jersey has many documents as seen in the previously part of this paper.   The standards that they speak of are also seen as the objectives since they lead to the goals that are to be achieved.   They are divided according to the grade whereby each grade has specific standards that apply to it although some standards are general.   The statements are clearly explained and thus are understable.   Though it may require a lot of time to get the information needed it is available in the website but one has to try many others before getting what they need. The documents contain various glaring similarities although there are some differences.   The teacher standards and the school leaders’ standards are all aimed at improving the school standards.   They both require the teachers and leaders to establish a partnership and collaboration with parents so that they can be aable to help the students even from the home setting.   They also involve the community because it is a key component in the success of the school. Together with the state, they enforce the law against bullying.   This is to ensure that the school has a condusive learning environment for each student.   The students are then able to get quality education regardless of their status in life. The teachers and the state combined in ensuring the student grades remain impressive.   The teachers conduct assessments that rank the students.   The state provides econonic aid to students which can be denied if the student starts getting poor grades.   The state is also in charge of ensuring qualified teachers are sent to the public schools.   They are supposed to be highly qualified and meet the standards. The national department of Agriculture has teamed up with the school to ensure the provision of a healthy diet.   This is done by providing education to the students on nutritional facts.   The school reinforces this gesture by ensuring harmful foods are not served or sold in the school compound and also include pysical activity in the curriculum. All the documents however, differ from each other in what they do to achieve the overall goal of improving education in New Jersey.   They differ in the approach used to reach the end-goal.   There is emphasis on diet, teaching skills, learning environment, financial aid among others that are identified by different documents as being the major components of improvement of education.   They also differ on who is seen as being the one responsible for the improvement to occur. A teacher would be better off reading the standards put in place and striving to implement them in teaching.   This would aid in abiding by the guidelines while at the same time impacting     the children positively.   By adapting to the prominent culture they would be able to understand the childrens attitudes and behaviours and thus know how best to approach the issue of education with each child

Analysis of Del the Funky Homosapien Followers essays

Analysis of Del the Funky Homosapien Followers essays In this vast genre of rap I have looked past the booty chatter and pointlessly obscene to the artist named Del the Funky Homosapien. His song Followers funky upbeat track is song about one of his favorite topics to preach about, originality. He disapproves of people not being original and believes that every one should be a leader of their own. This can be clearly seen in the second line of the chorus, No power over themselves, blindness in this line Del is basically saying that people who follow others blindly have never truly experienced the world for their own. He is saying that people need to be more responsible and make their own decisions. In the third line of the chorus, Dont take it as a diss, take it as an act of kindness Del is saying that he is trying to make fun of people, he is more or less doing them the favor to tell them they are mindless. You cant really get a feel for the song though by reading lyrics, it has to be heard. The track has a strong doubled beat that stays with it throughout the song to give it a sturdy backbone. A funky simplistic guitar sample and a trumpet sound repeat a lot throughout the song, these two sounds are kind of ambient in that they dont detract from what Del is saying but provide melodic reinforcement. The bass line is heavy and descending, if you really want to look for symbolism you could say it represents the people he talks about. The point of this song is that people should be original and not listen to others, that is when I pushed stop rolled down my window and threw the cd out of my window, I didnt need him telling me how to live my life. ...

Chicago Referencing †How to Cite a Book

Chicago Referencing – How to Cite a Book Chicago Referencing – How to Cite a Book The Chicago Manual of Style actually sets out rules for two separate citation styles: in-text â€Å"author–date† citations and a footnote/bibliography system. Depending on your outlook, this dual system is either admirably versatile or unhelpfully confusing. Nevertheless, whichever approach you’re using, it’s vital that you know how to cite a book correctly. On our academic blog today, we run through the basics for doing this using both approaches. Author–Date Citations As with many parenthetical referencing systems, Chicago-style author–date citations require you to provide the author’s surname and the date of publication in the main text when referencing a source. A citation of a book by cheeky French philosopher Paul Ricoeur would, therefore, appear as: Interpretation involves the metaphorical and speculative domains of meaning (Ricoeur 1978). If the author is named in the text, only the year is required in the citation. The only other thing you’ll need to provide in in-text citations are relevant page numbers when quoting a source: Ricoeur (1978, 17) states that â€Å"metaphor is defined in terms of movement.† All cited texts should then be added to a reference list at the end of your document, with sources listed alphabetically by author surname and full publication details provided. For a book, this includes: Author Surname, First Name. Year of Publication. Title. City of Publication: Publisher. In Ricoeur’s case, this translates to: Ricoeur, Paul. 1978. The Rule of Metaphor. London: Routledge Kegan Paul. Footnotes/Bibliography The other form of Chicago referencing places citations in footnotes, as indicated by superscript numbers in the main text (e.g., 1, 2, 3). The information required for the first citation of a book is: n. Author Name, Title (City of Publication: Publisher, Year), Page Number(s). Returning to our philosopher friend, the first footnote for The Rule of Metaphor would therefore appear as: 1. Paul Ricoeur, The Rule of Metaphor (London: Routledge Kegan Paul, 1978), 24. Subsequent citations of the same text can be shorted to just author surname, a shortened version of the book title and the relevant page number (or â€Å"pinpoint reference,† as it is otherwise known): 2. Ricoeur, Rule of Metaphor, 112. As well as footnotes, this version of Chicago referencing lists all cited texts in a bibliography at the end of the document. The information required is similar to the first footnote, but with slightly different punctuation and the author name reversed so that sources can be listed alphabetically by surname: Ricoeur, Paul. The Rule of Metaphor. London: Routledge Kegan Paul, 1978. A Final Thought Since these two versions of Chicago referencing are very different, the single most important thing you can do before you begin writing is check which version is specified by your style guide. Also, it’s worth mentioning that Paul Ricoeur would probably have rejected being described as â€Å"cheeky.† Nevertheless, it’s how we prefer to think of him.

Research proposal dealing with architectural design Essay

Research proposal dealing with architectural design - Essay Example The construction of a roller coaster would serve to attract additional business to this area of the city, further enhancing our ability for economic improvement and revitalization of other structures in the general downtown area. This paper will outline the background of this project, illustrate examples of other cities that have capitalized on small-scale entertainment parks, detail the specifics of the roller coaster itself and enumerate the requirements we would need to invest to make this proposal a reality. When determining the best use for this land, it is appropriate to take a look into the existing facilities in the immediate vicinity. This property lies approximately one half mile from the very large Veteran’s Park along Lake Michigan and less than a quarter of a mile from the River Walk along the Milwaukee River (Mapquest, 2006). This area is described as already thriving with traditional park-like activities. Veteran’s Park itself is bordered by McKinley Marina, the Milwaukee Art Museum complex, a large veteran’s memorial, the 76 Bike Trail, Lake Michigan access, large duck and geese ponds, paddleboats for rent, rollerblading and large fields for kite flying (AOL Cityguide, 2005). Betsa Marsh (2005) describes the River Walk as having â€Å"steps leading down to the river and circular overlooks just above the waves. The route is festooned with flower-draped lampposts, public art and benches just made for cracking open a book. Tiny bump-outs seem like perfect spots for moonlit kisses. Dozens of stores, cafes and bars with river frontage invite pedestrians to linger, browse and buy.† With these kinds of large scale park activities covering outdoor sports and leisure, boating, art, theater and providing room for large gatherings and activities, there is little need in the vicinity for another completely green park area. Businesses that would normally choose to locate close to such settings already have ample space in either of these two

Knowledge management and knowledge engineering Assignment

Knowledge management and knowledge engineering - Assignment Example I know these topics because I have interacted with them and understand their characteristics or aspects. The topics I have information about are a company’s annual report, the weather of my location, the weather of another location and the content of a television news program. These topics only present data that has been contextualized. The primary characteristic that distinguishes knowledge and information is my interaction with a situation. Situations in which I interact with a topic and confirm the available information lead to the creation of knowledge about the topic. Situations in which I have contextualized data are informing situations. The series of readings can be transferred into knowledge through the processing and contextualization of the readings. The readings are processed according to the weather. The processed data is then contextualized to information. The information is compared or related to previous information in order to confirm the likely weather event. Activities in knowledge acquisition should be extraction, structuring and organization of knowledge from a source. Knowledge validation should involve the monitoring of a database in order to ensure that previous data is adequate and reliable. Knowledge representation should involve the representation of data into a form that is understandable. Inference should involve the derivation of conclusions based on premises that are assumed true. People affiliated to knowledge management conduct the studies.

Universe in 1850-1914 Essay Example for Free

Universe in 1850-1914 Essay Science in the period of the later half of the 19th century to the early years of 20th provides a rather busy picture for the scientific community in identifying the extent of the universe. In the previous generations, the universe was perceived to be an only small patch of space occupied by some considerable amount of celestial bodies. However, due to the expansion of industrialism and technology in the West, more and more aspects of the true beginnings and characteristics of the universe were uncovered. With the use of instruments, science was able to reveal that the actual composition of the universe is not merely influenced by planets and stars. There are other materials in various elemental forms which can be found in the vast space. Also, theories were formulated about the true nature of the start of the universe itself which is in direct contrast to the previous generations of â€Å"materialism† which asserts that the universe has â€Å"always† existed (Koestler, 2003). The materialism approach was definitely put into fiction in this era. The more modern approach of science about the universe was deeply presented by the Big Bang and Relativity theories in the early 20th century. In terms of the philosophy about humanity’s true significance in the universe, many scientists believed that human existence is just another segment of the evolutionary line of events. The philosophy of the same scientific community between late 1800 and early 1900 provided a rather radical approach in presenting that there is a certain design pattern which allowed humans and other biological entities to exist. The design is not a correspondence to the true goal of the creation of the universe rather; it is a design which would permit life to exist. The previously accepted Darwinian approach was considered as just the supporting fact to this philosophy. References Koesteler, A. 2003. A Century of Discoveries in Physics. Retrieved November 8 2007 from http://www. creationofuniverse. com/html/materialism. html.

Slave Power Conspiracy :: essays research papers

Title IX: Reverse Discrimination Beginning some time shortly after the end of World War II, there has been tremendous growth in women’s athletics. For decades female athletes have been striving to become as equally respected as their male counterparts. After years of reaching for their goals, female athletes finally realized their dreams in the form of Title IX. As stated by Jim Minter, former editor of the Atlanta Journal-Constitution, â€Å"Title IX is the federal government telling colleges and universities that if X number of athletic scholarships are given to males, then an equal number must be awarded to female students†¦Ã¢â‚¬ (AJC A14). Title IX, a United States federal law passed in 1972, was a milestone in the history of the women’s rights movement. Female athletes could at last have the same opportunities that male athletes had always had. But this is not the end of the story, nor does the story have a happy ending. There is a darker side of Title IX, a side that discriminates against male athletes. A good example of discrimination against male athletes involves the sport of wrestling. Not only is wrestling the oldest sport known to man, it is also an American tradition. If the average person in the South were asked to name his favorite wrestler, however, that person would probably blurt out the name of some phony professional wrestler. Why would this person be so ignorant about the oldest sport known to man? The reason is that Title IX has virtually wiped out collegiate wrestling in the South. Starting back in the late l970’s, SEC schools began dropping their wrestling programs to make room for more women’s sports. Today there are only five or six colleges in the South that still have wrestling programs. This lack of wrestling programs in the South has significantly decreased the opportunities for ex-high school wrestlers, like me, to continue their sport in college. Wrestling , however, is not the only men’s sport affected by Title IX; the overall diversity of men’s collegiate sports has also decreased. At the University of Georgia, there are ten women’s sports and only seven men’s sports (â€Å"Football’s A14). Although I am not a math major, this ratio seems anything but equal to me. Women are getting more opportunities to compete in the sports that they enjoy than men are. Consequently, there are more scholarships available for women. For example, a good female volleyball player has a virtual cornucopia of college scholarships available at her discretion, whereas a great wrestler must look to colleges in the North to have even the slightest chance of attempting to walk-on a team.

Revolutionary road Essay

Revolutionary Road was a profound movie. This film portrays the malaise that had lied behind the American Dream during the mid-1950s. During that era, the image of the nuclear family living in suburbia where the man is the bread-winner and the woman as the domesticated housewife was considered as the dominant idea constructed by a patriarchal society. This film tracks the unraveling of April and Frank Wheeler, a couple who had unwantedly settled with two children living in suburbia unable to get themselves out of the empty and meaningless life they have. April had thought she and Frank were different than everyone else around them that had fallen victim to conformity. She thought they were deserving of a more exciting life and so convinces Frank to move to Paris rather than being stuck as a chance to escape from being a lonely unfulfilling housewife. But as soon as April realizes she is pregnant for the third time, plans to move Paris had to be abandoned which then really sends April over the edge. Both Frank and April are individuals in their own right, the suffering and inflicting suffering eventually leads to a tragic end to April’s life through a self-induced abortion. As well gender stereotypes, gender discrimination, androcentrism are well indicated within this film and era which will be further discussed. This film expresses the suffering of how many domesticated women had felt in the era of the 1950s. It reveals the sickness of a culture that tends to shut down a woman’s feelings in the self-serving illusion that a nice home with a yard, committed stay at home mom and a bread-winning husband were the answer for a happy and fulfilling life. Evidence of female discrimination were depicted when April is shown to take out the garbage and realizes all the trash is perfectly lined up along with one and another along the streets and during the scene where Frank is shown to be standing in the train having a breath of fresh air while having a cigarette (Orawan, 2010). These two scenes basically show the difference in the amount of freedom and choices that a man and woman had, where married women are shown to be confined to their home with their household and childrearing duties, meanwhile the man gets the freedom and choice of going about whatever they like outside their home (Orawan, 2010.). In another scene showcasing the gender discrimination that was placed on women was the topic on abortion. Besides being a high-risk mortality procedure, it was also illegal during the 50s as a way  to prevent women’s autonomy and restrict them to their traditional child-bearing role (Gordon, 1990). As such this was portrayed when April attempts to take abortion into her own hands as a desperate attempt to get her life back in hopes to take control of her life and so to be free to pursue to her dreams (Orawan, 2010). April had no rights over the choice to reproduce due to the standards set by society which had led to her taking the abortion into her own hands (Tas, 2010). It is evident that society at the time had preceded the belief about women’s duty to be subservient to their man and become a baby producing machines plus the ambivalence felt towards women that had led to discrimination of women (Matlin, 2012, p. 39) The movie clearly presents androcentrism in one particular scene for me, when Frank makes his way to work and all the people around him were men with very few that were women. This just shows the freedom and normalcy of men being able to work and be able to be out during the day. The very few women depicted to be working or on the city streets are only women that were unmarried. To me, this showed that women still had their individual identity until they became married where the women adopts the identity of her husband to become his supportive and obedient wife. Another issue is that even though unmarried women were able to obtain work, but because women were also considered as second class human due to androcentrism they were limited in options as well. Unmarried women were discriminated from higher employment positions with the choices of only low-levels jobs such as administrative or secretarial jobs (Tas, 2014). As it is suggested by Matlin (2012), there are negative attitudes to wards women’s competence especially from men of traditional views; as such women during the 50s were seen only capable of dull, mind-numbing jobs. Gender stereotypes were particularly evident when the Wheelers had told their friends, Miley and Shep Campbells, that they were moving to Paris and that April would take on the bread-winning role making Frank a dependent. In reaction to the news, Shep had thought their plan was immature imposing the stereotypical idea again that married women should not be working and that the man should be the one bringing home the money to support the family; this was the norm. This is clearly evidence of benevolent sexism as it shows  the assumption that women should not be held with so much work responsibility and should be taken care of by the man (Matlin, 2012, p. 58). When Shep asked Miley to confirm his opinion about the Wheeler’s being immature, she hesitantly agreed and begins to cries. This scene was of huge significance as this reveals the suffering that Miley feels as a housewife and by her husband’s comment she realizes that her life is hopeless in that she will remain i n her current position for the rest of her life. I can see that Miley is just a bit jealous of the Wheelers for making the move to Paris, she desperately wants out but is afraid to tell Shep what she feels inside. The consequences of internalizing gender stereotypes are represented in the same scene where Miley does not reveal her real thoughts and so allows her husband to further oppress her. Miley is influenced by the gender stereotypes that is presented in society and assumes the role of a subservient housewife. Miley did not say anything to act or rebel against her husband as she is afraid to appear to be a disobedient wife and accepts her husband’s comments about the Wheelers, revealing the fact that she has given up on her own principle. Additionally, Miley cries to let out her emotional frustration in that she then realizes the hopeless and empty life that she holds and inability to express her feeling shows her acceptance of her role in life; this in some way I feel is abusive to oneself psychologically and physically. Revolutionary Road is definitely a blast from the past taking on a Feminist approach to revealing all the negative effects of women living in suburbia during the 1950s. Due to androcentrism being the main idea of society, many negative attitudes and beliefs about women were expressed in this revealing the gender stereotypes and discriminations that were experienced. The character April Wheeler had revealed the sufferings of living a life with no choices bounded by her house, husband and children. With the women’s movement of the 1970s much of the negative attitudes and discrimination towards women have decreased in North America (Silverstein, 2008). However, I believe the idea of the nuclear family, the American Dream is still seen as for many, such as my family, is still the ideal way of life. References Gordan, L. (1990). Woman’s Body. Woman’s Right. Retrieved from http://www.feminist.com/resources/ourbodies/abortion.html Matlin, M. W. (2012). The Psychology of Women. (7th Edition). Belmont, CA: Wadsworth, Cencage Learning. Orawan, C. (2010, March 9). Revolutionary Road: Feminist Liberation in Post-War Suburban Prison. Retrieved from http://blog.nationmultimedia.com/print.php?id=8050 Silverstein, M. (2008, December 26). Feminism & Revolutionary Road. Retrieved from http://www.huffingtonpost.com/melissa-silverstein/feminism-revolutionary- ro_b_153604.html Tas. (2010, April 14). Was ‘Revolutionary Road’ about Feminism? Retrieved from http://metrac.wordpress.com/2010/04/14/was-revolutionary-road-about-feminism/