Teaching American History Heartland Consortium

Teaching American History Heartland Consortium Free Online Research Papers The teaching of American History, and especially as a separate academic subject, has faced many challenges and debates for well over a century. The American History Association, with the inception of the Committee of Seven in 1899 has been working to increase the understanding of the subject for over 100 years. Recently, a Washington Post article discussed in addition to difficulties surrounding American History as a separate core subject additional barriers exist, â€Å"In many schools across the country, teachers say social studies has taken a back seat under the federal No Child Left Behind law, which stresses math and reading. Squeezing history into the curriculum can be difficult, educators say [.] † The logic model provided as Appendix I to this evaluation aligns professional development activities with the expected outcomes. The visual representation is a framework depicting how the program will use grant resources to help increase the recognized importance of traditional American History and how well-managed programs influence student achievement. Purpose The purpose of this evaluation is to develop a deeper understanding and appreciation of American history as a separate core subject, and in doing so, develop improved instruction of the subject, and raise student achievement in the subject. Team Composition and Participation A consortium was formed to administer the U.S. Department of Education’s Teaching of American History Grant Program (CFDA: 84.215X). The consortium consists of local educational agencies (LEAs), historic sites and museums, organizations with expertise in history education, and institutions of higher education. In accordance with 34 CRFR 75.105(b)(2)(iv), this evaluation recognizes the absolute priority of partnerships with other agencies or institutions. The evaluation meets the statutory requirement through comprising research in conjunction with the Iowa Department of Education, the University of Iowa – Department of History and College of Education, Heartland AEA 11, and the Herbert Hoover Presidential Library and Museum. Verbal commitments have been obtain from the above research partners. Detailed letters of commitment will be submitted in an appendix to the RFP application narrative. The purpose of developing a strong evaluation plan is to determine the programs audience and their interests – using this to drive the approach and interventions used in the evaluation. The team is responsible for defining the scope of the project, collecting and analyzing data, and reporting on the findings. We intend to use measurements and analysis to reduce, to the greatest extent possible, various threats to validity. However, we feel even more important than our interventions and methodology is the seeing long term program objectives accomplished. In order for successful long-term implementation in the program, key stakeholders will be highly utilized and involved in all important aspects of the evaluation. Representing both internal and external evaluators, the evaluation team is comprised of stakeholders of the professional development program (teachers, administrators, and school board members), master teachers from the University of Iowa, and the retained services of The Gilder Lehrman Institute (also serving as Principle Investigator). LEA superintendents will provide team participants – in addition to school principles, each school will be represented by another key administrator (i.e. a curriculum developer), and two teachers. Each participating school will have four direct representatives on the evaluation team. The superintendent from the lead LEA (Des Moines Public Schools) shall function as the evaluation headquarters and facilitate overall management of all evaluation activities – to include assignment of detailed responsibilities, and supervision and direction of retained services. The superintendent of the lead LEA, serving as the project director, will speci fy the overall evaluation task, inform the team of available resources, and establish a deadline for completion and reporting format. Evaluation responsibilities are assigned in accordance with team member’s qualifications and skills. The team will develop a variety of quantitative (measurement driven) and qualitative (narrative based) measures to evaluate the professional development program. Prior to any instructional changes, the first data collection will establish a baseline to be used in measuring the program results. The team will meet in very early stages to develop and assess the needs of the teachers. Program interventions will be coordinated based on projected needs, and on established guidelines for evaluating professional development programs. Qualitative data will be collected and analyzed through interviews with teachers, administrators, and school board members to examine the current trends and attitudes regarding professional development. Research will be conducted on existing data outlining previous professional development programs in an academic environment and, to the extent which it is available, data relating to existing Teaching American History research will be analyzed thoroughly. The intended outcomes of the professional development program will be detailed in measurable terms and are discussed in detail below. The team will consider strategies for collecting formative and summative data during and after the professional development program. Formative evaluations will be utilized during various intervals of the professional development program. Based on feedback and comments, these evaluations will be used to modify and improve the program in mid-course and allow continuous fine-tuning to insure quality improvement of the program. Summative evaluations will be utilized to determine the overall effectiveness of the professional development program. A summative evaluation will be conducted at the conclusion of the program to measure shifts in pedagogy, change in school and community attitude, and the effect of the professional development program on student achievement. In an effort to ensure evaluation results are put to good use, the team will make recommendations for the implementation of future professional development programs. Evaluation The evaluation will measure the success of goals through quantitative and qualitative analysis of the various interventions and their impact on teachers and students. Goal One: To improve teachers’ knowledge of traditional American History; consists of two primary objectives: (1) Improve Heartland AEA 11 teachers’ in specific American History areas such as Industrialism, Gilded Age, Progressive Era, Great Depression, and roles of women in the emergence of a modern nation. (2) Improved appreciation and involvement in traditional American History. The interventions to accomplish this goal are ground on two programs. The first is a three day staff development workshop offered by the Gilder Lehrman Institute. The workshop offers teachers access to award-winning historians providing in-depth coverage of topics selected by the project director and team. The second program is a week long Summer Seminar sponsored by the Gilder Lehrman Institute. The Summer Seminars will be attended by teachers at Midwestern universities. Teachers will receive a stipend and graduate credits for participation. Goal Two: To improve the quality of instruction in traditional American History in LEAs; focusing on the primary objective to improve the teachers’ use of more effective content pedagogy in the instruction of American History. The interventions will include the Gilder Lehrman Institute providing teachers with educational resources in three genres: visual, print, and digital. These comprehensive resources are designed not only to increase teacher knowledge of core American history content, but also to offer exciting new ways of bringing American history into the classroom. Each teacher receives a personal copy of the materials, which are also supported by online supplemental material on the Gilder Lehrman website. Materials include traveling exhibitions, calendars, posters, books, and multimedia resources . There will be nine lectures during the school year offered by history scholars from the Gilder Lehrman Institute. The history scholars will assist the LEAs to transform specific content into lesson plans specific to their classrooms. This partnership will help engage both the teachers’ and the students’ interests and increase the overall quality of instruction. Goal Three: To improve student achievement in traditional American History in LEAs; focusing on the primary objective of improving the student’s ability to use critical thinking. The interventions to accomplish these objectives are outlined under goals to improve teachers’ knowledge of traditional American History and improve the quality of instruction in traditional American History in LEAs. Collection and Analysis To measure the increase in teacher knowledge and understanding of traditional American History surveys, interviews, and pre-posttest using nationally validated tests of American history assessments will be utilized to establish a direct link to participation in the Teaching American History Grant Program. Pretest and posttest results will be used in the summative evaluation of the professional development program. Surveys and interviews will be used as a formative measure. Surveys and interview questions will be designed by the project director, master teachers and the Gilman Institute. Surveys (using a Likert scale) will be conducted prior to the summer institute, at the mid point of instruction, at the conclusion of the instruction. Survey results will be translated into a matrix to provide quantitative data. Interviews will be conducted at the end of the instruction and results will provide qualitative data. The Customer Satisfaction Survey provided by the Iowa Department of Education (IDE) will be used to measure teacher satisfaction of the program. Information will be collected on a forced Likert scale with 1=strongly disagree, 2=disagree, 3=agree, and 4=strongly agree. The teachers will be asked to respond to the following question: â€Å"The Gilder Lehrman Institute provided beneficial and resourceful professional development training,† and additional questions to provide responsive and informative feedback. To measure a shift in the quality of instruction of traditional American History the evaluation will use surveys, observations and focus groups. Teachers and school board members will be asked to complete an evaluation of the program and describe in a narrative format their thoughts regarding the quality of instruction. Teachers and school board members will again be asked for evaluation six months after their participation. The six month evaluation will be collected in a survey form – similar to the format used to evaluate increased knowledge and understanding of American History. Teacher logs will be complied by observations conducted by master teachers and school evaluation team members. Topics of discussion, deviations, and unusual events will be recorded and qualitatively analyzed by the assigned team members (internal and external). Themes will be compared to research of similar projects and used as formative evaluation to insure continual improvement in the ongoing pro gram. Teachers and administrators will be selected by the Principle Investigator and staff to form a focus group – providing qualitative data. To measure the effectiveness of above interventions on student achievement the evaluation requires the use of pre-post student surveys and pre-post standardized statewide U.S. History assessment scores; additional methodology may be utilized as requested by key stakeholders and as beneficial to the Gilder Lehrman Institute. The Customer Satisfaction Survey provided by the Iowa Department of Education (IDE) will be used to measure attainment of student needs. Information will be collected on a forced Likert scale with 1=strongly disagree, 2=disagree, 3=agree, and 4=strongly agree. The students will be asked to respond to the following question: â€Å"The teaching of American History was exciting and informative,† and additional questions to provide responsive and informative feedback. A Regression-Discontinuity (RD) design (quasi-experimental, closely approximating an experimental design) is expected to be the primary measurement in terms of the students success. The RD design allows assignment of the treatment group to those who most need or deserve it. The RD design is ethical – it does not deny the treatment to students who need as the case may be in a randomized experiment. One pitfall of the RD design is described by Langbein and Felbinger (2006) is the â€Å"considerable random measurement error† associated to those students close to the cut-score. In October 2008 a survey will be sent out from Heartland AEA 11 to all school districts advising of the grant opportunity and as a solicitation for participation in the program. Based a ratio of 1 rural school district, 2 urban school districts, and 3 Des Moines City schools, the AEA staff, using qualitative measures and based on any possible schools being identified as needing improvement, will develop a list of participants. The schools above the cut-score, as determined by the Principle Investigator and AEA 11, surrounding measures above, will be selected as treatment groups. The schools not selected as treatment groups in year one, but at the time of assignment would line-up for treatments groups during the following year, will be selected as control groups. To point in which program funds are exhausted. For use in student achievement a cut-off score will be established and a pre-test drafted by the project director and the evaluation team. The assessment will be administered by classroom teachers to all students of all participating grade-levels in all schools designated to participate in the program – either in a treatment group or control group function. In May of 2008 and 2009 all pre-tests will be administered to all participating students. The results of these tests will be the basis for cut-off scores during the following year’s interventions. Students above the cut-off score will be assigned to the treatment groups and students below will participate in the control group. The upper 50 percentile will be selected as the treatment group and be registered in a new course titled American history and lower 50 percentile will be registered in the current social study course. During the 2009 school year there will be two groups of subjects – based on initial year of professional development training. The treatment groups will be the schools which have teachers actively participating in the professional development program and the control group will be those schools attending professional development training the following summer. The 2010 school year will provide for one large treatment group. Each year the evaluation team will continue to relying on RD with cut-off within each grade of participating schools. Stratification will decrease to some degree on the school unit-level as the measurement on the student unit-level increases. Under the cut-score the evaluators consider the control group as equivalent to the treatment group at the start of the program. The gain from the pre-posttest should account for any variables outside of the program. The gain in the treatment group will provide evidence for the effect of the program. This process allows solid internal validity by showing a causal relationship between the program and the outcome and other factors are ruled out. A discontinuity in regression lines indicates a program effect in the RD design. The evaluation team will describe the treatment and control groups and explain how to interpret the direction of scale values on the outcome measures. William Trochim describes the program effect and use of the RD lines as, â€Å"a program effect is suggested when we observe a jump or discontinuity in the regression lines at the cutoff point. (Trochim 2006) † The evaluation team may consider between group modeling (ANOVA) in cases of drawling comparisons between treatment groups of various demographics (rural, urban, and suburban schools). Additional independent variables related to these demographic conditions and data collected may also be analyzed using ANOVA/MANOVA designs. There is likely to be a third summer session of professional development in 2011. This evaluation is structured to meet contingencies for a continuation award of 24 months. In the case funds are unavailable for program extensions, this program is structured in such a way to continue implementation by recognizing teachers completing the program as qualified instructors of the program. The qualified teachers in each LEA will be fully capable and certified to provide professional development instruction to their colleagues. In addition, funds from the initial grant are being reserved to continue the Gilder Lehrman partnership through the year 2013 (on a per hour basis). An overall summative evaluation to be developed and published in the summer of 2011 will include program successes and pitfalls, lessons learned, and recommendations for continuous improvement and subsequent professional development activities. Regular intervals of reporting will be recognized and a network for dissemination (website design) will also be available for researching up-to-date program information. Budget The approach of this program is not entirely predetermined as adjustments based on formative evaluations and other basis will be made. The budget provided as Appendix II to this plan is an estimate based on several broad research stages and estimated time for each. Reallocation may be required in certain categories as developing themes are explored and priorities are adjusted. The outline for this budget was drafted using a sample budget format provided by the Alameda County Office of Education. Research Papers on Teaching American History Heartland ConsortiumStandardized TestingInfluences of Socio-Economic Status of Married MalesResearch Process Part OneThe Project Managment Office SystemIncorporating Risk and Uncertainty Factor in CapitalOpen Architechture a white paperThe Relationship Between Delinquency and Drug UseAnalysis of Ebay Expanding into AsiaHip-Hop is ArtThree Concepts of Psychodynamic

The impact of Lean and Six Sigma management in the departments of Dissertation

The impact of Lean and Six Sigma management in the departments of Radiology of NHS Hospital - Dissertation Example ther Research 30 Bibliography 31 Appendix 34 Information and Consent form 34 Page Is Intentionally Left Blank Chapter 1: Introduction 1.1 Introduction This chapter focuses on acquainting the reader with relevant information related to the study. The chapter ensures that the reader is able to identify the study topic and gets background information on the same. The content of the chapter includes research area, research aim, justification for research, research objectives, research questions, and the structure of the dissertation. The chapter also introduces the reader to Lean and Six Sigma management and its benefits in NHS hospitals. 1.2 Research Area The impact of Lean and Six Sigma within the departments of Radiology in NHS Hospitals. 1.3 Research Aim The main aim of this research was to assess how radiology departments of Queens Medical Centre (QMC) and Nottingham City hospitals have adopted and implemented Lean and Six Sigma management in their operations. The research also focu sed on evaluating the impact of Lean and Six Sigma management style in the radiology department. When evaluating the impact of Lean and Six Sigma management on QMC and City Hospitals, the research considered factors such as waiting times and financial impacts. This is because these factors are critical towards attainment of quality and efficiency in performance of various functions in the hospitals. Moreover, financial impact determines the ability of the hospitals to adopt Lean and Six Sigma management style. 1.4 Justification of Research QMC and City Hospitals have been at the forefront in the provision of health services and information to British citizens. Since the initiation of these hospitals, they have had several drastic changes. Some of these changes include adoption and... The paper focuses on identifying theory and concepts, which exists in the field of Lean and Six Sigma management within the healthcare industry. This chapter also focuses on identifying the origin, the tools and techniques, and the current level of Six Sigma implementation within NHS hospitals and healthcare industry at large. The information gathered from the literature review will contribute significantly towards making of effective conclusions on Lean and Six Sigma management in NHS Hospitals. The healthcare industry is a vast web of contradiction and complexity. It has focused on the provision of astounding advances in treatment and technology. However, this industry is a victim of resource constraints, errors, inefficiencies and several other issues, which are a threat to safety and accessibility of patient care safety. The Institute of Medicine, in 2008, released a report, which indicated that over 98,000 people die annually due to medical errors. This report highlighted a need for effective, quality improvement within the healthcare industry. Financial concern has become a factor, which influence the efficiency of operation of healthcare institutions. This is because the cost of supplies and labour has constantly increased in healthcare organisations while the reimbursements have declined effectively. Therefore, two areas are necessary in order to increase savings for healthcare organisations. These areas are reduction of supplies and labour costs. On the other hand, healthcare organisations are facing a shortage of qualified professionals, registered radiologic technologists, and registered nurses.

Public Opinion on Homosexuality and Marriage Essay

Public Opinion on Homosexuality and Marriage - Essay Example The crux of the homosexual debate revolves around the definition of marriage. The Federal Defense of Marriage Act (DOMA) defines â€Å"marriage as a legal union between one man and one woman for purposes of all federal laws, and provides that states need not recognize a marriage from another state if it is between persons of the same sex† (Chabot, p.8). In other words, marriage is restricted to a union between one man and one woman and same-sex marriage, even if it is recognized by one state is not recognized by the federal government and therefore federal benefits are denied to homosexuals. This Act has opened a can of worms. Those who support homosexual marriages argue on the basis of civil and religious freedom, financial viability and the principle of love. One writer argues that â€Å"the First Amendment of the Constitution clearly states that a person's religious views or lack thereof must be protected. Marriage by the state is a secular activity; the government cannot start making laws just because a religion says they should† (Messerli, 22 May 2009, p.1). In other words, one religious view should not dictate the view or lifestyle of another. Same-sex marriage is a matter of choice and the state has no right to deny homosexuals of this choice. Another argument states that â€Å"The right to marry the person that you love, have made a commitment to, and wish to live with for the rest of your life is a foundational human right† (Robinson, p.3). He also went on to quote a pamphlet by the National Gay and Lesbian Task which states that, "If legally marri ed, gay, lesbian and bisexual couples would have a greater ability to care for and protect their families.† The financial benefits the pamphlet named included joint tax returns, joint insurance policies for home, auto and health, automatic inheritance on death, secure workplace and other benefits such as annuities, pension plans, Medicare, etc.   

Beckett’s Main Themes Essay Example for Free

Beckett’s Main Themes Essay Samuel Beckett explores the purposelessness of life, lack of meaning and memory in Waiting for Godot. Aspects such as repetition, change, recognition, blind faith, silences and pauses illustrated the forgetfulness and purposelessness of the lives of Vladimir and Estragon. ‘Waiting’ is doing both something and nothing simultaneously; Vladimir and Estragon recognize this which is why they are in search for something to ‘do’. VLADIMIR: We are happy. ESTRAGON: We are happy. (Silence.) What do we do now, now that we are happy? VLADIMIR: Wait for Godot. (Estragon groans. Silence.) Things have changed here since yesterday. ESTRAGON: And if he doesnt come? VLADIMIR: (after a moment of bewilderment). Well see when the time comes. (Pause.) Their words are as empty and futile as their actions. There is a silence after they say that they’re â€Å"happy† which makes it apparent that they are just forcing the emotion on to themselves. The silence allows the audience to inquire if they really are happy and if their happiness is of value. Being happy doesn’t provide a function in life; Estragon wants to ‘do’ something now that they were supposedly happy. To ‘do’ something constructive is important to pass the time; the closest they can get to a functional action is to talk to each other. Having a purpose in life is probable to come with the emotion of happiness, since Estragon and Vladimir have convinced themselves to believe they encompass a purpose in life, they require the emotion of happiness to validate it. Rather than just telling Vladimir to ‘do’ something as they were â€Å"happy†, he asks him which is a technique to create conversation. The characters have blind faith in Godot, they don’t know what would happen if he didn’t come. Vladimir is bewildered when he comes to the moment of reality of contemplating that this being true would make their wait purposeless. He doesn’t want to admit that if Godot didn’t come then their long wait would have been for nothing, instead he says â€Å"We’ll see when the time comes†. This is a meaningless statement because if Godot never does come then the time will never come. However, Vladimir shows indication of acknowledging this when he starts talking about ‘change’ which is not only changing the subject but also implying that change in something proves that time is passing and that time will soon come. Moreover, towards the end of the extract when Estragon asks â€Å"What do we do now?† and Vladimir replies â€Å"Wait for Godot†. He ends the sentence there because he doesn’t know what would happen after h e did come and where their lives would lead. They show no reason to wait for Godot which highlights again the purposelessness of their lives. As Vladimir and Estragon are waiting, it is vital for time to pass and the thing to establish this is for things to change. VLADIMIR:†¦I was saying that things have changed here since yesterday. ESTRAGON; Everything oozes. VLADIMIR: Look at the tree ESTRAGON: it’s never the same pus from one second to the next VLADIMIR: The tree, look at the tree. The characters do not really have a conversation which follows in a logical pattern; they often misinterpret each other. Although the two pass their time, they pass it in ‘useless banter’ which is meaningless and gives their life no purpose. Estragon occasionally drifts off with his own thoughts but Vladimir brings him back to his. They both have their own ideas on change, Vladimir refers to the tree to prove that things have â€Å"changed† while Estragon notices ‘pus’ changing, even though they’re in their own individual worlds they both perceive a significance in ‘change’. Change is essential to them because they want assurance they have passed the time, and the only way to do so is to see change in their surroundings; change would also initiate some form of purpose. However, their dialogue in general dwells on their past and present which suggests that they are trapped in their current situation. The tree in the landscape helps illustrate a purpose because it is changing, it has to be changing for a purpose; Vladimir sees it as a sign of hope. There is only one tree rather than lots, this makes the landscape seem dull and gives a boring imagery. It is a symbol of life and contrasts with the bleak lifeless environment it’s in. Recognition comes conjointly with memory which Estragon doesn’t have. Estragon doesn’t find that there is any point in recognizing things. He says â€Å"what is there to recognize?†. Estragon lacks memory which is why he gets frustrated. He distinguishes physical things which he receives like Lucky kicking him and Pozzo giving him a bone. These things make a difference to Estragon which is why he remembers it. He realizes that he had just â€Å"crawled about in the mud† all his life which entails that he only recognizes the purposelessness of his life and the meaning it lacks. It is a commonly established idea that one’s experiences define a person. Vladimir says â€Å"He’s forgotten everything!† with regards to Estragon. Memory is important to them because what they went through yesterday was an accomplishment for them, if they can’t remember it then it is worthless. If Estragon can’t remember then Vladimir has no one to reminisce their achievement with, however reminding Estragon and describing it to him gives them something to talk about and passes the time. Since they both lack memory of most of their experiences, their individuality is unclear. Vladimir tries to compare the difference of their current landscape to the â€Å"Macon country† but Estragon fails to remember it, and derides at the word and states that he spent all his life in their current location, the â€Å"Cackon country†. The sound of the word is harsh and he says it as if it is meaningless to him even though that is where he is ‘Wa iting for Godot’, the place where they are establishing their decided purpose of life. Silences and pauses are uses to transport the meaning to the audience or reader; during the short intervals they realize the meaningless conversation Vladimir and Estragon indulge in. The two begin describing â€Å"All the dead voices† which â€Å"murmur†, â€Å"rustle†, â€Å"whisper† and â€Å"make a noise like feathers†. The silences are disseminated and their dialogues after each of the silences are repetitive which is parallel to their nearly reiterated everyday routine and dialogues. The silent and empty stage is filled with the sound of the ‘dead voices’; viewers are made to imagine the voices as Vladimir and Estragon describe them using similes. The dead voices contribute to the tedious mood of their lives; they argue over trivial things which is parallel to their depressed condition because they are too weak to make it better. The voices reflect the situation of the two characters, they murmur, rustle, whisper in their actions while they wait for Godot. Repetition of the dialogues conveys the forgetfulness of Vladimir and Estragon and their pointless lives. The extract begins with the characters speaking in ‘useless banter’ but as it nears towards the end of the extract, Vladimir and Estragon’s speech lessens and becomes quieter as they run out of things to say. This illustrates their life cycle, the beginning is a bustle of activity as they were younger and searching for a purpose and meaning for life, they did things like â€Å"pick grapes for a man† and go to â€Å"the Macon country†; but as they grow older, energy and enthusiasm decreases as they discover no purpose. Vladimir panics after the â€Å"Long silence†, because he doesn’t want to think of the reality of their situation; talking and actions distract their attention from reflection. Vladimir tells Estragon to â€Å"Say anything at all!† in â€Å"anguish†, he suffers a mental despair or distress if nothing is said or done because then he will apprehend the reality of their meaningless wait. It is as if their terrible actuality is in his subconscious mind which he keeps on pushing away. Estragon further confirms that the reason for their ‘useless banter’ is so they won’t â€Å"think†; language is utilized to neglect silence. To further emphasise their reiterated life, when they run out of things to say, they remind themselves of their purpose of their existence and the reason behind their endless wait which is to â€Å"Wait for Godot†.

Wife of Martin Guerre :: essays research papers

Throughout my travels I had always been mistaken for Martin Guerre, that is how I have come to be here today. He was always spoken about with such respect. A dignified young man, from a well respected peasant family, it was a let down to me that I myself was not a respected man like this Martin. As these occurrences continued to happen I began to wonder about his life, why such a well respected man could leave his wife and son behind, I had been told that he had left his family in Artigues for many years, and they were waiting for his return. His father had past on, and the farm was now waiting for their master. I had no place to go and thought that if I am mistaken so many times for martin then maybe I could go to his household, my intentions were not to stay even this long, but only enough to collect some gold and silver. Over the last few days I have been drawn to the loving and caring nature of this household. Built on strong foundations I have been welcomed back like a triumpha nt army from a great war. Praised for returning, as if nothing had happened.. The feast that was prepared was like none that I had seen before, all they would do was listen to the stories of my travels. This family did not about the eight years that had past, without notice or communication, but relief that the family is complete again. My past has not been one that I have been proud of. I have not been loyal to my family, nor my Kingdom. My family has put a lot of trust in me, but I have let them down, traveling with the wars from town to town. I know it upsets them, and I cannot return to them. I do not want to put some more false hope in their hearts, as I am sure that my past will catch up with me, and again let them down. I am also not one who has abided by the law in the past, committing crimes of theft from many as I pass by, not two weeks ago had I stolen from a man traveling on the same road as I. But since I have come to this caring and loving family, I have seen what I myself have neglected and betrayed in my home town.

Recommendation letter for OJT Essay

MRS. MERCEDES B. RODIEL June 3, 2013 Head, Document Processing Unit Bureau of Internal Revenue Cabanatuan City Dear Mrs. Rodiel: Christian Greetings! Our Bachelor of Science in Business Administration Major in Financial Management requires student in Office Practicum to undergo a 240-hour On-the-Job Training outside the campus to expose and orient them to actual business practices. In this connection, may we recommend Ms. Kristine Rhonalyn Rodiel, BSBA Student to undergo training in your office, to enable her to complete the requirements in the subject. Rest assured that she is given the necessary orientation with respect to office protocol, such as keeping confidential information. We hope she will be assigned to do a job related to his field of concentration. Also, may we ask your good office to give the necessary certificate at the end of his training period, to attest the satisfactory completion of his office training. Thank you very much and more power. Very truly yours, DR. LUISA S. ZERRUDO Program Head, Business Administration Noted: DR. MARIA VICTORIA C. MONES Dean, College of Business and Accountancy MRS. MERCEDES B. RODIEL June 3, 2013 Head, Document Processing Unit Bureau of Internal Revenue Cabanatuan City Dear Mrs. Rodiel: Christian Greetings! Our Bachelor of Science in Business Administration Major in Financial Management requires student in Office Practicum to undergo a 240-hour On-the-Job Training outside the campus to expose and orient them to actual business practices. In this connection, may we recommend Ms. Roxanne P. Calderon, BSBA Student to undergo training in your office, to enable her to complete the requirements in the subject. Rest assured that she is given the necessary orientation with respect to office protocol, such as keeping confidential information. We hope she will be assigned to do a job related to his field of concentration. Also, may we ask your good office to give the necessary certificate at the end of his training period, to attest the satisfactory completion of his office training. Thank you very much and more power. Very truly yours, DR. LUISA S. ZERRUDO Program Head, Business Administration Noted: DR. MARIA VICTORIA C. MONES Dean, College of Business and Accountancy MRS. MERCEDES B. RODIEL June 3, 2013 Head, Document Processing Unit Bureau of Internal Revenue Cabanatuan City Dear Mrs. Rodiel: Christian Greetings! Our Bachelor of Science in Business Administration Major in Financial Management requires student in Office Practicum to undergo a 240-hour On-the-Job Training outside the campus to expose and orient them to actual business practices. In this connection, may we recommend Mr. Jan Paul  Valdoviezo, BSBA Student to undergo training in your office, to enable him to complete the requirements in the subject. Rest assured that he is given the necessary orientation with respect to office protocol, such as keeping confidential information. We hope he will be assigned to do a job related to his field of concentration. Also, may we ask your good office to give the necessary certificate at the end of his training period, to attest the satisfactory completion of his office training. Thank you very much and more power. Very truly yours, DR. LUISA S. ZERRUDO Program Head, Business Administration Noted: DR. MARIA VICTORIA C. MONES Dean, College of Business and Accountancy

Impact of Computer on Mass Media - 1605 Words

Computer And Society Computer and Society Society can be defined as â€Å"a community, nation, or broad grouping of people having common traditions, institutions, and collective activities and interests. To understand the full impact of computers on society, we will first have to understand the meaning of computer. Almost everything we know in today’s society is either operated or made by computers. Cars and jets were designed on computers, traffic signals are operated by computers, most medical equipment use computers and even space exploration was started with computers. Most of the jobs today require the use of computers. Our Reliance On Computers The society in which we live in has been so profoundly affected by computers†¦show more content†¦Large hole punched cards were used by the loom to create geometric patterns. Aside from producing beautiful patterns, the punched cards were later modified to become the main form of computer input. The system of punch cards led to the first successful semi-automated computer, a punch-card tabulating machine invented during the 1880s by American Herman Hollerith. It was used to tabulate the results of the U.S. census. Each punch card contained the data of each individual. Operators fed the countless cards into the computer. When the spring-mounted nails of the computer passed through the holes of the punch-card, an electric circuit was completed. As seen in diagram C, the results of each card were displayed on rows of dials.... The impact of computers on our economic and business life has indeed been immense. Businesses now have to be computerised or they risk failure. Every big corporation bases its operations on computing, regardless of which sector they are in. Coca-Cola, the BBC and Levi’s market and sell different products and services, yet they all share one basic property – without computers their operations would collapse. Moreover, computing is an economic dynamo. Japan, China, Is this essay helpful? Join OPPapers to read more and access more than 470,000 just like it! get better grades India and many other countries have enormous IT sectors which drive their economiesShow MoreRelatedInfluence Of Mass Media885 Words   |  4 Pages Mass Media: Development and Literacy Alicia Nunez HUM/186 Media Influences on American Culture 8/21/2017 Allyson Wells Mass Media: Development and Literacy In the last century mass media has went from paper to digital, these major developments have influenced American culture in many ways. Newspapers have been around from the beginning they provide readers with information of practical value such as; television schedules, weather maps, and listings of stock prices. 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