Poverty in America Rural and Urban Difference (Education)

Introduction Research Question/Problem Government pays more attention to education in poor urban regions than in poor rural regions that leads to misbalance in the level of education in poverty rural and urban areas of the United States of America.Advertising We will write a custom research paper sample on Poverty in America Rural and Urban Difference (Education) specifically for you for only $16.05 $11/page Learn More Background of the problem The problem is not new as much research has been conducted in the sphere of urban and rural poverty areas. The number of children who attend school and live in poverty is too high. Research shows that the number of programs created in the sphere of education have different impact on poverty rural and urban education. Defining poverty as a notion, the World Band states the following, poverty is hunger. Poverty is a lack of shelter. Poverty is being sick and not being able to see a doctor. Poverty is not being able to go to school and not knowing how to read. Poverty is not having a job, is fear for the future, living one day at a time. Poverty is losing a child to illness brought about by unclean water. Poverty is powerlessness, lack of representation, and freedom (in Chen Sapsford, 2005, p. 97) A number of reforms have been developed both for poverty rural and urban regions, however, the misbalance between urban and rural poverty education can be followed. Government focuses more on urban regions forgetting about rural ones (Poverty Education in Rural and Urban Areas, 2011). Purpose of the Study The main purpose of this study is to compare and contrast governmental impact on poverty rural and urban regions of the USA in the sphere of education. To make sure that the research is objective, the following criteria should be considered, financial support, developed educational programs, students’ satisfaction with studying, social work with children and their parents, infrastructure and technical support. Having covered these issues, we will be able to draw a conclusion about the level of the governmental support of poverty rural and urban areas. Scope of the Study A research is going to be conducted in the rural and urban areas of the South Dakota. These regions have been chosen not by chance. We tried to find the state in the USA where the level of urban population and the rural experience financial problems. The research is going to be concentrated on these two regions to make sure that the results we get are concrete and the possibility of the error due to high number of subjects is reduced to minimum. Significance of the Study The research is going to show the level of governmental concern about the influence of rural and urban poverty on education in two regions. The research will help draw conclusions about the necessity for balancing the governmental awareness of the problems in poverty urban and rural areas.Advertising Looking for research paper on so cial sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More These conclusions can be used for developing the strategies aimed at balancing the support of poverty urban and rural areas with the purpose of improving social situation in the country and reducing the rate of poor people in the society as bad education leads to the increase of the poverty rates. High level of knowledge is a guarantee of successful future and prosperity. Good education is the first step on the way to happy future not only on the level of the family but also on the governmental level. The understanding of the needs of the poverty American rural and urban schools is the first step on the way to reforming the system of elementary and secondary education. Review of Literature Poverty in rural and urban areas: General information Poverty is the disaster of the whole mankind and families in different countries of the USA face numerous problems. Most of the problems are simi lar, however, depending whether rural or urban area is considered the priorities and the problems may be different. Considering the differences between rural poverty and urban poverty in general, it should be mentioned that the reasons and the problems people face are various. Poor people in urban areas are more concerned about criminal situation, drugs consumption, education, numerous problems with kinds, and infrastructure. Rural poverty problems are limited to drugs consumption, unemployment, education, taxes and infrastructure (Ganong, L., et al., 1991). Therefore, the problems connected with drugs, education and infrastructure bother people both in poverty rural and urban areas, while other issues are inherent in each of the discussed areas separately. It is obvious that the needs of people in rural and urban arias are different. However, implementing educational reforms and providing assistance to schools in various regions, government does not pay attention to the specific ne eds of the region, basis their considerations on the general statistics. The problems poor urban areas face are connected with the growth of population, as some scholars state that growth of population in urban area is provided by means of the movement of poor rural people to cities which does not influence poverty rate positively (Adelman Jaret, 1999). Much research has been conducted in the sphere of poverty in rural and urban areas, and most of them show that rural America is poorer that urban one (Satterthwaite, 2002). However, Zimmerman, Ham, and Frank, (2008) managed to prove that products and other things related to the cost of living are not chipper in villages, as rural areas are remote from appropriate transportation system and experienced workers.Advertising We will write a custom research paper sample on Poverty in America Rural and Urban Difference (Education) specifically for you for only $16.05 $11/page Learn More Urban arias usually off er jobs which do not require high knowledge and high professionalism level (Hines, 2002). Nevertheless, according to Schroth, Pankake, Fullwood, and Gates (2003) a rural district â€Å"has higher poverty rate than urban areas† (p. 13). It can be concluded that here in no specific knowledge in the relation to this problem and additional research is required. In spite of those differences, rural areas are less financed in comparison to urban ones, only 9% of rural district budget is covered with federal funds, while in the cities the percentage comprises 11% (Provasnik, et al., 2007; Roellke, 2003). Such differentiation in financing is connected with the conviction that those who live in rural areas have lower demands and need less financial support. However, this conviction is false. Educational Issues Rural and Urban Poor Areas Face Discussing particular educational issues in the relation to poverty in different regions of the USA, it should be mentioned that poverty is one o f the reasons why students drop out schools. This problem is urgent for both rural and urban areas. However, Huang and Howley (1991) state that the financial situation in rural areas is worse due to the differences in tax policies and policies in the relation to financially disadvantaged students. A poverty gap between rural and urban population is also significant (Huang Howley, 1991). Rural schools, being isolated communities, lack â€Å"the people, skills, and money to support schools, libraries, community centers, child care centers, and public transportation systems that poor families need to change their lives† (Nadel, Sagawa, 2002, p. 12). Urban schools have better conditions, and they are usually supplied with better technologies. It is obvious that rural and urban poverty areas face similar problems as the poverty definition is the same, rural schools have more needs, additional ones. Rural students’ achievements are lower due to the absence of the appropria te teachers in rural schools (one of the main reasons is low salary). Having similar financial support in the percentage correlation, rural schools spend more on different operations. Costs on special education and transportation are higher in the rural area. In general, per-students costs in rural area are higher. The absence of the adequate financial support leads to â€Å"providing fewer programs and services, such as alternative schools, vocational programs, a wide variety of high school classes, extended day programs, and programs for special needs students† (Hines, 2002, p. 195) in rural schools. The level of education in rural school is lower due to this problem. Highly skilled and experienced teachers do not want to go to rural areas because of bad conditions, lack of technical support and low salaries (Bauch, 2001).Advertising Looking for research paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Parental involvement plays great role in students’ learning. A research has shown that one of the family members works in urban poor families, while in rural poor families two parents have to work. The conclusion is obvious, parents in urban poor families have more opportunities to follow children’s educational level that in rural areas (Masika, Haan, Baden, 1997). The dependence of the poverty rate from the dependence on the family composition has been explored. The importance of this research is that family composition has a particular bearing on poverty in the region. Thus, 75% of rural area are headed by both family members and on 15 % are female headed. 16.6% of families are poor if they are male-headed and 37.1% are poor if families are family headed. This tendency can be easily explained, as â€Å"the higher poverty rate for female-headed families is attributed to lower labor force participation rates, shorter average work weeks, and lower earnings† (Rur al poverty at a glance, 2004, p. 3). One of the main problems rural schools face is that government in most cases consider their needs coming out of the data collected about urban schools. However, as it has already been mentioned above, the needs of rural and urban schools may differ greatly. Furthermore, the policies created for rural and urban schools are similar, but the lawmakers should consider differences as well (Bryant Jr., 2010). Rural and urban schools are different in many things, connected both with financial and nonfinancial issues. Considering the policies the government implements in the relation to educational system and contrary to educational needs, it is important to remember The No Child Left behind (NCLB) Act (2001). Meier and Wood (2004) reviewed this act and it turned out that the government did not only refer to the needs of the schools, but also harmed those students who lived below the poverty level. Both urban and rural districts were impacted negatively. One of the parts of the law made teachers confirm their qualifications. Referring to the rural schools, it should be mentioned that many teachers in rural schools multiple subjects, and it seems almost impossible for them to prove themselves ‘highly qualified’ in three or even four subjects (Books, 2004, p. 117). Theoretical Framework Description of Theory Based upon Literature Review The consideration of the sources devoted to the problem of urban and rural areas, poverty and education has lead to the conclusion that here is no one opinion about the differences in poverty in rural and urban areas. The absence of the common opinion about the problems which exists in rural and urban educational systems also creates a number of problems. The necessity for this research has been created because of the absence of the understanding why poor rural and urban areas should be treated differently while creating educational programs, implementing financial support, measuring stud ent satisfaction with studying, applying social policies and programs for helping families below poverty rate, and offering schools infrastructure and technical support. The literature review helped us understand that continuing treating urban and rural poverty areas similarly government and other power structures are not aware of the differences in problems and need rural and urban poverty areas have. Offering similar financial support, and sometimes even lower that in urban area, government limits the opportunities in the rural districts. If to consider the problem globally, it is possible to understand that the low literacy in rural aria automatically reduces the agricultural potential of the country. It is not enough just to grow products, it is important to evaluate the market needs, calculate the profitability and make all possible to automate the working process and reduce the costs. Operationalized Definition of Variables According to Census 2000 Urban and Rural Classificati on (2009), urban area is the area which â€Å"consists of densely settled territory that contains 50,000 or more people† and â€Å"at least 35,000 people in a UA must live in an area that is not part of a military reservation† (p. A-22). The territory which does not fit these criteria is referred to rural area (Census 2000 Urban and Rural Classification, 2009). Financial support is defined as the budget costs the government planned to spend on financing educational sector. Educational programs are the recent acts and laws which have been accepted in the country and referred to the educational sphere. Students’ satisfaction is statistical notion. It is going to be measured with the rate of students who either drop out schools or have too low progress in studies. Social work with children and their parents means the social policies directed at supporting poor families. Infrastructure is the number of buildings necessary for appropriate learning (i.e. school buildi ng, library, classes and other rooms). Technical support presupposes the existence of the computer classes and the availability of the Internet. Hypothesis The level of education in the rural area is much lower than in urban area because government does not pay much attention to the appropriate financial support, aimed educational programs, students’ satisfaction with studying, social work with children and their parents, necessary infrastructure and technical support, but implements similar facilities for both rural and urban arias on the basis of the statistical data and other considerations taken from the urban sources. Methods Data Collection Technique Having set a goal to confirm the idea that poor rural arias are implemented with worse support from the side of the government, we have chosen to conduct a research with the reference to a number of issues. Each of these issues should be checked separately as well as the impact it makes on the level of education in rural po or regions. Statistical information and government reports should be considered in the chosen regions to check the financial support government spent within the latest 2 years (209 and 2009 should be considered). The latest government educational programs should be reviewed with the purpose to state their impact on the rural and urban schools. The data should be collected about the main influential measurements (in the comparison with the present or previous acts). To measure the student’ satisfaction with the learning process, the statistical data about students’ achievements should be collected. Furthermore, the interview should be provided with volunteers. Students should be offered questions about their wishes and needs. The revision of the schools’ infrastructure and technical support should be implemented. It is important to note each object. Research Design The statistical information is going to be collected before the interview to understand which probl ems students face and what challenges a school tries to overcome. After the statistical information is collected, we are going to conduct an interview and measure the received results. Sampling Procedures The research should be conducted in the schools of South Dakota. Five schools from rural and urban areas are going to be selected on the basis of the statistical information about the welfare of each of the schools. We are going to select the schools from poor regions, where the general income of the population is rather low. Students from these schools are going to be selected on the volunteer basis for interview. Sex, age, ethnicity, and other characteristic features will not be used as the criteria for sampling. Tools, Measurement, and Analysis Statistical analysis and interviewing are the main tools for data collection. A survey should be directed at understanding students’ needs and the inability to find what they want at school. Family problems should also be discussed for measuring the students’ satisfaction with studying and the identifying of the presence/absence of the social work with children and their parents. The results are going to be interpreted and compared and contrasted in the form of a table where it can be seen what urban (rural) schools have and rural (urban) do not have. Measuring the results, we should be objective and fill out the table accurate. The analysis of the results should be conducted both individually and in complex. First of all, it is important to measure the impact of each of the mentioned variables on the school in each of the poor regions, urban and rural. Second, the complex analysis should be implemented with the purpose to confirm the hypothesis that financial support, educational programs, students’ satisfaction with studying, social work with children and their parents, necessary infrastructure and technical support are directed at satisfying the needs of poor urban areas ignoring the particul ar requirements stated by the rural areas in poverty. Reference List Adelman, R. M., Jaret, C. (1999). Poverty, race, and US metropolitan social and economic structure. Journal of Urban Affairs, 21(1), 35. Bauch, P. A. (2001). School-Community Partnerships in Rural Schools: Leadership, Renewal, and a Sense of Place. Peabody Journal of Education, 76(2), 204-221. Books, S. (2004). Poverty and Schooling in the U.S.: Contexts and Consequences. Mahwah, NJ: Lawrence Erlbaum Associates. Bryant Jr., J. A. (2010). Dismantling Rural Stereotypes. Educational Leadership, 68(3), 54. Census 2000 Urban and Rural Classification. (2009). US Census Bureau. Retrieved from http://www.census.gov/geo/www/tiger/glossry2.pdf Chen, J. Sapsford, D. (2005). Global development and poverty reduction: the challenge for international institutions. New York: Edward Elgar Publishing Ganong, L., et al. (1991). Poverty in America: Rural and urban differences. Department of Human Development and Family Studies. Retr ieved from http://missourifamilies.org/cfb/briefs/ruralurban.pdf Hines, P. (2002). Transforming the Rural School Counselor. Theory into Practice, 41(3), 192. Huang, G., Howley, C. (1991). Recent Trends in Rural Poverty: A Summary for Educators. ERIC Clearinghouse on Rural Education and Small Schools Charleston WV. Retrieved from http://www.eric.ed.gov/PDFS/ED335180.pdf Masika, R., Haan, A, Baden, S. (1997). Urbanization and urban poverty: A gender analysis. Bridge, 54, pp. 1-18. Meier, D., Wood, G. H. (2004). Many children left behind: how the No Child Left Behind Act is damaging our children and our schools. New York: Beacon Press. Nadel, W., Sagawa, S. (2002). America’s forgotten children: Child poverty in rural America. Westport, CT: Save the Children. No Child Left Behind (the Elementary and Secondary Education Act). (2001). US Department of Education. Retrieved from http://www2.ed.gov/policy/elsec/leg/esea02/index.html Poverty Education in Rural and Urban Areas. (201 1, May 13). Poverty, education, and the American dream in contemporary rural America final 2011. Retrieved from http://povertyeducationfinal2011.posterous.com/poverty-education-in-rural-and-urban-areas Provasnik, S., et al. (2007). Status of education in rural America. Retrieved from http://nces.ed.gov/pubs2007/2007040 .pdf Roellke, C. (2003). Resource allocation in rural and small schools (ERIC No. ED482323). Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. Rural poverty at a glance. (2004, July). Rural Development Research, 100, pp. 1-6. Satterthwaite, D. (2002). The ten and a half myths that may distort the urban policies of governments and international agencies. The 21st Century Urban Scenario: Citizens as Agents of Change. Retrieved from http://www.ucl.ac.uk/dpu-projects/21st_Century/myths/pdf%20myths/Myths_complete_doc.pdf Schroth, G., Pankake, A., Fullwood, H., Gates, G. (2001). Rural and Urban America. Rural Special Education Quarterly, 20(1/2), 13. Zimmerman, J. N., Ham, S., Frank, S. (2008). Does it or doesn’t it? Geographic differences and the costs of living. Rural Sociology, 73(3), 463-486. This research paper on Poverty in America Rural and Urban Difference (Education) was written and submitted by user Wilson Parrish to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

buy custom Theoretical and Conceptual Differences essay

buy custom Theoretical and Conceptual Differences essay Theoretical and conceptual differences take a central place in political science. Many theorists argue that it is impossible to create new ideas without theoretical insights and precise concepts. However, different scientists have different concepts. It happens because they observe the world from different perspectives. Their concepts are usually open to interpretation. On the one hand, theory tends to explain phenomena or facts that are widely accepted by scholars. They are used to make predictions. On the other hand, concepts are based on theories that should be tested by a certain theory. When a researcher observes any topic, he/she relies on certain theories. The theory is based on the earlier research. Stewart (2014) notes that any theory consists of ideas and models. It is a cornerstone of research and helps the researcher to view the subject he/she is researching. The conceptual framework helps the researcher to establish a personal point of view of the following problem using appropriate literature. The researcher uses the conceptual framework to gain inquiry about the subject. This conceptual framework summarizes different variables and connection between them. The theoretical framework clarifies a conceptual framework and identifies the clarity of the entire research. According to Younkins, theoretical framework helps a researcher to use i nformation in the research (Younkins, 2002). Furthermore, it allows to use correct information researching the subject. The researcher asserts that the conceptual framework provides a researcher with main ideas and directions for the research (Stewart, 2014). Therefore, it prevents a researcher from going in a wrong direction or using any other information. The conceptual framework allows a researcher to work effectively and prevents a researcher from employing wrong methods and tools. Younkins (2002) argues that a research has many perspectives and a researcher should identify the main points because he/she cannot observe the topic from all perspectives. To be successful, a researcher should make up a logical structure of the research topic and focus on main points of the research. These points may be theoretical or conceptual. A theoretical framework is larger in scope than a conceptual one. The conceptual framework reflects the researchers ideas, while the theoretical framework helps the researcher to create concepts and ideas. A theoretical framework is tested by other researchers and is proved as valid. The conceptual framework is not as stable as the theoretical one. Any theory reflects general relationship of things. However, it misses a direction of the research. The conceptuual framework provides these directions and underlines tools and methods of the research. Younkins (2002) states that the theoretical framework is larger in scope than the conceptual one. Different people may have different concepts though using similar theories. As a rule, people have different concepts due to their mental activity. Theoretical frameworks exist regardless of conceptual differences. Many scholars argue that a researcher should be able to formulate conceptual frameworks before starting the research (Stewart, 2014). This will serve as a guide in the process of work. To conduct an effective research, it is important to read much and learn how to make a synthesis of literature in order to create a proper conceptual framework of the topic. In conclusion, it should be mentioned that in order to conduct a research, it is important to understand differences between theoretical and conceptual frameworks. In my opinion, investigating these differences allows to make an efficient research from the scientific perspective. It has become obvious that any theory should be proved by specific concepts. While investigating the topic, I should use certain theories and find my tools and methods to prove them. It is impossible to create new ideas without theoretical insights and precise concepts. Buy custom Theoretical and Conceptual Differences essay

So and Therefore Are Clumsy Companions

So and Therefore Are Clumsy Companions â€Å"So† and â€Å"Therefore† Are Clumsy Companions â€Å"So† and â€Å"Therefore† Are Clumsy Companions By Maeve Maddox A reader has noticed the juxtaposition of so and therefore and wonders if this can be correct. I have come across people using So, therefore .   I wonder what they mean by that ?! Sure enough, this peculiar construction is widespread on the web: I Fish So Therefore I Am White Rabbit Gallery Its the weekend, so therefore you should all be free to come into the gallery for one of our great tours at 1 pm and 2 pm today and tomorrow! I havent experienced it so therefore it must not exist or matter or be valid Both so and therefore can be used as more than one part of speech. The so entry in the OED has forty numbered definitions plus a draft addition. Careful writers will weigh the so therefore combination carefully to avoid redundancy. If the so is a connecting word and the therefore a plain adverb, the use can be argued: The climate is changing; so, therefore, must we. If the words are being used as a two-word conjunction, warning signals should sound. Therefore is more formal than so: Formal: I missed the train; therefore I missed the party. Informal: I missed the train, so I missed the party. Another point to be made about the conjunctions so and therefore is that they’re â€Å"final† conjunctions. In formal writing they don’t belong at the beginning of a sentence. Here’s how the Chicago Manual of Style explains their use: Final (or illative) coordinating conjunctions denote inferences or consequences. The second clause gives a reason for the first clause’s statement, or it shows what has been or ought to be done in view of the first clause’s expression. The conjunctions include consequently, for, hence, so, thus, therefore, as a consequence, as a result, so that, and so then {he had betrayed the king; therefore he was banished} {it’s time to leave, so let’s go}. CMOS 5.186 The careless combining of so therefore may be one of those runaway errors that can’t be caught. It has already found its way into the English Standard Version (2001) of the Bible: So therefore, any one of you who does not renounce all that he has cannot be my disciple. Luke 14:33 Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:7 Classes and Types of PhrasesWhenever vs. When Ever55 "House" Idioms

The Rising Cost of Benefits in America Essay Example | Topics and Well Written Essays - 1250 words

The Rising Cost of Benefits in America - Essay Example Historical View Although the costs of healthcare have consistently risen over the last twenty years, the recent increases pale in comparison to tremendous spikes during the 1980s. According to Weatherly (2004), â€Å"[p]er capita health care spending increased by 156% from 1980 to 1990, while spending from 1990 to 2000 increased by less than half that amount† (p. 2). It seems strategies have changed today, from the 1980s, when employers absorbed a vast majority of cost increases. The recession of 1991 set employers back, yet health maintenance organizations (HMOs) had a stronger presence, providing economic relief to a certain extent. During that period, HMOs are reported as being a major factor in the decelerated rising costs. Today, employers are faced with a once more weakened economy and steep costs associated with providing benefits. The present difference is the extreme competition within many industries, which makes it hard for organizations to pass costs onto their cus tomers. Consequently, the employee responsibility is increasing, causing them to absorb more of the cost, reducing their overall income (Weatherly, 2004). ... Major consulting groups, the mass media, and healthcare experts have expressed similar research findings; according to Weatherly (2004), â€Å"health care costs are a critical or significant concern to the overwhelming majority of CEOs, Chief Human Resource Officers (CHROs) and other business leaders† (p. 2). Weatherly (2004) reports on surveys conducted among HR leaders and healthcare experts throughout the country, which convey a single ideology—employees and employers, when working together, can reduce the cost of healthcare. Specifically, â€Å"depending on the specific health care specialty area, between 83% and 96% of employers believe that employer and consumer decisions can have a significant or moderate impact on cost† (Weatherly, 2004, p. 2). Healthcare benefits have been the topic of heated discussion in recent months. Many Americans have voiced concern over the dire situation that the country is currently facing. Weatherly (2004) estimates organizatio ns spend $300 billion each year on providing health insurance for current employees, their dependents, and retired employees. Until 2011, a majority of employers did little to reduce benefit plan coverage and counteract the rising costs. As of 2004, plans offered by employers were relatively stable. Innovative benefit strategies and revamps of overall design were rare to non-existent (Weatherly, 2004). Innovative Strategies Recent reports by HR leaders to assist in offsetting the rapid increase in costs include premium cost shifting from employers to employees, raised deductibles, prescription programs (generic and mail-order), and increased cost-sharing with patients. As mentioned, healthcare costs are expected to climb another 8.9 percent in 2011 and experts expect annual increases into the near future

What was the impact of the Japanese attack on Pearl Harbor Coursework

What was the impact of the Japanese attack on Pearl Harbor - Coursework Example The Japanese attack on Pearl Harbor, Hawaii on December 7th, 1941 marked a turning point in American history, changing the political consensus on foreign policy in the nation and leading directly to the country’s entry into the largest and most destructive war in history. The first and most lasting consequence of the Pearl Harbor attack was the ending of the isolationist view of American foreign policy that had grown domestically in the electorate following WWI and the Great Depression. As Krzys Wasilewski writes in "American First in WWII," â€Å"On September 4, 1940, a law undergraduate, R. Douglas Stuart, Jr., founded the America First Committee (AFC), an organization that was to promote isolationism and warn the public against the horrors of Europe`s war. Soon he was joined by Lindbergh, Wood, Nye, and other experienced individuals who turned an obscure committee into a nationally recognized institution whose voice was heard all over the country. America was not the polic eman of the world, stated the AFC. Lindbergh, who became the organization`s most recognized member, said that the United States should invest its resources in defending itself, not other countries. ‘Shall we now give up the independence we have won, and crusade abroad in a utopian attempt to force our ideas on the rest of the world?’ asked Lindbergh, ‘or shall we use air power, and the other advances of modern warfare, to guard and strengthen the independence of our nation?’† (Wasilewski, 2008) ... (Lutton, 2002) Whether or not the war could have been avoided is a matter of historical debate, but what cannot be argued with are the direct consequences of the American entry into WWII following the Pearl Harbor attack, which unquestionably turned the tide of the conflict and led to the defeat of the fascist military regimes of Hitler, Mussolini, and the Emperor of Japan. I. The Loss of Human Life from Pearl Harbor and WWII: Modern history books paint an evil picture of the Nazi regime of Germany led by Adolph Hitler and the SS, portraying it as one of the most violent and hateful political regimes of all time. Knowing retrospectively the atrocities and genocide of the â€Å"Final Solution† or Holocaust that led to the deaths of over six million Jews in Europe in concentration camps, the public today believe overwhelmingly that World War II was a just war that stopped the threat of fascism globally and allowed the free, democratic societies led by America and Britain to triu mph ideologically, economically, and politically in the aftermath. Yet, the loss of life during WWII in both civilian and military populations makes it the most destructive and deadly conflict ever engaged in by humanity. The following chart lists the total number of casualties on both sides of the war: These statistics, gathered from a multiplicity of governmental and historical sources, suggest that the Axis powers lost approximately 6.5 million military deaths in WWII combined, in addition to nearly two million civilians. (WarChronicle, 2011) The Allied powers are estimated to have lost over 25 million civilians and 14 million soldiers collectively during WWII. (WarChronicle, 2011) While there is no way of knowing how the war could have been avoided or resolved peacefully, the

A Writers Style Essay -- Writing Style Momaday Essays Papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Pulitzer Prize winning writer N. Scott Momaday has become known as a very distinctive writer who depicts the stories of the Native American life in almost poetic ways. He does an excellent job of transporting the reader from the black and white pages of a book, to a world where every detail is pointed out and every emotion felt when reading one of Momaday’s books or other writings. This style of writing that Momaday uses is very evident in his work â€Å"The Way to Rainy Mountain,† and made even more apparent by reading a review of the book House Made of Dawn found on a web site run by HarperCollins Publishers.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the essay â€Å"The Way to Rainy Mountain†, Momaday uses very descriptive words, which brings the places he is describing to life in the minds eye. The essay begins with his description of the homelands of his Kiowa people, which has been given the name of Rainy Mountain. The picture painted in the readers mind by these beautiful descriptions makes it easily understandable why the Kiowa people came to settle upon this land as their home. For example, part of the description Momaday gives of the land within the first paragraph is, â€Å"There are green belts along the rivers and creeks, linear groves of hickory and pecan, willow and witch hazel. At a distance in July or August the streaming foliage seems almost to writhe in fire.† (Momaday, 95) I can not help but imagine the trees wavering in a gentle early fall breeze as the yellows and reds seem as if the whole land is burning beneath the fading summer sun. Halfway through the essay he de scribes the Black Hills by saying â€Å"A dark mist lay over the Black Hills and the land was like iron.† (97) He then describes Devil’s Tower in the next sentence by writing â€Å"†¦I caught sight of Devil’s Tower upthrust against the gray sky as if in the birth of time the core of the earth had broken through its crust and the motion of the world was begun.† (97) The way that Momaday describes these breathtaking scenes allows the reader to both see and feel the emotion that these great views evoke. This style of writing is backed up through HarperCollins Publishers online review of Momaday’s book, House Made of Dawn, when it states that â€Å"The world of his grandfather, Francisco—and of Francisco’s fathers before him—is a world of seasonal rhythms, a harsh and beautiful place†¦Ã¢â‚¬  This shows that inside the book House ... ...aw the reader in.   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion, upon looking further into N. Scott Momaday’s style of writing, I have found it to be true that he has developed one of the most sound and beautifully descriptive styles of writing. The way he describes each scene with so much feeling brings the reader in through a very emotional avenue. Also, his style is very strong where he covers the changes of the world and how the Native American people adjust to the many new and different challenges they face. Even though there are a few times when Momaday’s writing can seem sidetracking and misleading, he is still able to bring it all together in the end. This makes for very beautifully well written works with some of the most descriptive scenes I have ever read. I would highly recommend any of Momaday’s writings based off of the knowledge I have gained by examining a few short pieces by him. The stories are great, and the descriptions are powerful enough to leave you breathless. Works Cited Momaday, N. Scott. â€Å"The Way to Rainy Mountain.† Fields of Reading. Ed. Nancy Comley, et al. New York: St. Martin’s Press, 1998. 577-580. Perennial Classics. Ed. HarperCollins Publisher. 26 February 2002 A Writers Style Essay -- Writing Style Momaday Essays Papers   Ã‚  Ã‚  Ã‚  Ã‚  The Pulitzer Prize winning writer N. Scott Momaday has become known as a very distinctive writer who depicts the stories of the Native American life in almost poetic ways. He does an excellent job of transporting the reader from the black and white pages of a book, to a world where every detail is pointed out and every emotion felt when reading one of Momaday’s books or other writings. This style of writing that Momaday uses is very evident in his work â€Å"The Way to Rainy Mountain,† and made even more apparent by reading a review of the book House Made of Dawn found on a web site run by HarperCollins Publishers.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the essay â€Å"The Way to Rainy Mountain†, Momaday uses very descriptive words, which brings the places he is describing to life in the minds eye. The essay begins with his description of the homelands of his Kiowa people, which has been given the name of Rainy Mountain. The picture painted in the readers mind by these beautiful descriptions makes it easily understandable why the Kiowa people came to settle upon this land as their home. For example, part of the description Momaday gives of the land within the first paragraph is, â€Å"There are green belts along the rivers and creeks, linear groves of hickory and pecan, willow and witch hazel. At a distance in July or August the streaming foliage seems almost to writhe in fire.† (Momaday, 95) I can not help but imagine the trees wavering in a gentle early fall breeze as the yellows and reds seem as if the whole land is burning beneath the fading summer sun. Halfway through the essay he de scribes the Black Hills by saying â€Å"A dark mist lay over the Black Hills and the land was like iron.† (97) He then describes Devil’s Tower in the next sentence by writing â€Å"†¦I caught sight of Devil’s Tower upthrust against the gray sky as if in the birth of time the core of the earth had broken through its crust and the motion of the world was begun.† (97) The way that Momaday describes these breathtaking scenes allows the reader to both see and feel the emotion that these great views evoke. This style of writing is backed up through HarperCollins Publishers online review of Momaday’s book, House Made of Dawn, when it states that â€Å"The world of his grandfather, Francisco—and of Francisco’s fathers before him—is a world of seasonal rhythms, a harsh and beautiful place†¦Ã¢â‚¬  This shows that inside the book House ... ...aw the reader in.   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion, upon looking further into N. Scott Momaday’s style of writing, I have found it to be true that he has developed one of the most sound and beautifully descriptive styles of writing. The way he describes each scene with so much feeling brings the reader in through a very emotional avenue. Also, his style is very strong where he covers the changes of the world and how the Native American people adjust to the many new and different challenges they face. Even though there are a few times when Momaday’s writing can seem sidetracking and misleading, he is still able to bring it all together in the end. This makes for very beautifully well written works with some of the most descriptive scenes I have ever read. I would highly recommend any of Momaday’s writings based off of the knowledge I have gained by examining a few short pieces by him. The stories are great, and the descriptions are powerful enough to leave you breathless. Works Cited Momaday, N. Scott. â€Å"The Way to Rainy Mountain.† Fields of Reading. Ed. Nancy Comley, et al. New York: St. Martin’s Press, 1998. 577-580. Perennial Classics. Ed. HarperCollins Publisher. 26 February 2002

Contents of a Marketing Plan

TABLE | 2. 2 Contents of a Marketing Plan Section Purpose Executive summary Presents a brief summary of the main goals and recommendations of the plan for management review, helping top management find the plan’s major points quickly. A table of contents should follow the executive summary. Current marketing situation Describes the target market and a company’s position in it, including information about the market, product performance, competition, and distribution.This section includes the following: †¢ A market description that defines the market and major segments and then reviews customer needs and factors in the marketing environment that may affect customer purchasing. †¢ A product review that shows sales, prices, and gross margins of the major products in the product line. †¢ A review of competition that identifies major competitors and assesses their market positions and strategies for product quality, pricing, distribution, and promotion. A revi ew of distribution that evaluates recent sales trends and other developments in major distribution channels. Threats and opportunities analysis Assesses major threats and opportunities that the product might face, helping management to anticipate important positive or negative developments that might have an impact on the firm and its strategies. Objectives and issues States the marketing objectives that the company would like to attain during the plan’s term and discusses key issues that will affect their attainment.For example, if the goal is to achieve a 15 percent market share, this section looks at how this goal might be achieved. Marketing strategy Outlines the broad marketing logic by which the business unit hopes to create customer value and relationships and the specifics of target markets, positioning, and marketing expenditure levels. How will the company create value for customers in order to capture value from customers in return? This section also outlines speci fic strategies for each marketing mix element and explains how each responds to the threats, opportunities, nd critical issues spelled out earlier in the plan. Action programs Spells out how marketing strategies will be turned into specific action programs that answer the following questions: What will be done? When will it be done? Who will do it? How much will it cost? Budgets Details a supporting marketing budget that is essentially a projected profit-and-loss statement. It shows expected revenues (forecasted number of units sold and the average net price) and expected costs of production, distribution, and marketing.The difference is the projected profit. Once approved by higher management, the budget becomes the basis for materials buying, production scheduling, personnel planning, and marketing operations. Controls Outlines the control that will be used to monitor progress and allow higher management to review implementation results and spot products that are not meeting their goals. It includes measures of return on marketing investment.