Petra Goedde essays

Petra Goedde essays Fraternization and the Feminization of Germany What is primary message being delivered? Villain to Victim discusses the swing in US foreign policy towards Germany at the end of WWII. In 1945, as American forces commenced their invasion of Germany their hearts were hardened towards all the German people. They saw Germany as co-perpetrator in the five year war that engulfed the world. The US image of Germany was of an arrogant race of goose-stepping storm troopers, fanatical to the ideals of world domination espoused by their leader Adolf Hitler. The US conquest of Germany was punishment for the war that they had unleashed across Europe and the resultant atrocities committed in the name of conquest. By the end of 1946 this view had completely changed and the United States was providing aid and support to Germany, treating its people as much as a victim as any other country devastated by the conflict. Goedde discusses how much fraternization between US soldiers and German women was a major factor in this 180 degree shift in opinion. What were the Primary Topics and Sub-Topics? Goedde does a good job of presenting her evidence to support this theory. She attempts to trace a chronological course of the events and presents topical inserts to support her thesis as she goes. Her main body of evidence to support her thesis is based on the martial law of fraternization imposed by the US occupation leadership and its gradual erosion over the first two years of occupation. She uses official documentation such as the Pocket Guide to Germany (1) to illustrate US opinion towards the German people prior to the final invasion and defeat of Nazi Germany. The stereo-type of Germany that US troops were prepared to encounter and what they actually did encounter were two completely different things. This was the underlying reason why non-fraternization failed, and failed very quickly. The demographic shift in populat...

What Is SAT Verbal How to Raise Your Reading Score

What Is SAT Verbal How to Raise Your Reading Score SAT / ACT Prep Online Guides and Tips If you've found this article, you might have heard the term SAT Verbal. It's an older, outdated term to describe the SAT Reading and Writing section. However, the content of the SAT Verbal section is still very important today. The many of the topics and skillsfrom what used to be known as SAT Verbal are now tested in the SAT Evidence-Based Reading and Writing section.To do well on the Evidence-Based Reading and Writing section, you need to understand what SAT Verbal is, what types of skills it tests, and how to practice it. What Is SAT Verbal? SAT Verbal was the traditional term for the SAT Reading section. Before 2005, the SAT had only two sections: Verbal and Math.The sections were each scored on a scale of 200-800, and your composite SAT score ranged from 400-1600. Then, from 2005-2015, the SAT had three sections: Critical Reading, Math, and Writing. The Critical Reading Section wasnearly the same as the pre-2005 SAT Verbal section, butanalogy questions were eliminated. Since2016, the College Board hasreverted to the old two-section system with scaled composite scores ranging from 400-1600.However, the two sections aren'tMath and Verbal, butMath and Evidence-Based Reading and Writing. Evidence-Based Reading and Writing combines elements of the 2005-2015 Verbal/Critical Reading section with elements of the Writing section.If you’re familiar with the 2005-2015 SAT, you know that the SAT Critical Reading/Verbal section asked two types of questions: sentence-completion and passage-based reading questions. On the new SAT, the SAT Evidence-Based Reading and Writing section will no longer have sentence-completion questions, but will still have passage-based reading questions. What Verbal SAT Skills Are Tested on the New SAT? As I said before, the only part of the SAT verbal remaining in the Evidence-Based Reading and Writing section is passage-based reading questions. The new SAT’s passage-based reading questions ask you questions related to five passages: 1 with a US and World Literature topic 2 with a History and Social Studies topic 2 with a Science topic After reading each passage, you’ll be asked questions. The types of questions that you’ll be asked fall into eight categories (each utilizing a slightly different skill). The first six skills were required for the Critical Reading section on the old SAT. Skills 7 and 8 are new. #1: Identify the Meaning of Vocabulary in Context These questions ask you about to identify what a word means in the context of the passage. Sometimes, the word you’re asked about is common (not a very rare world like the old sentence completion words), though these common words are typically being used in an uncommon way in the passage. For example, the word may have multiple meanings and the less common meaning is being tested. Sample Question In line 88, "adhere" most nearly means to stick to a surface to believe in to preach to run away #2: Recognize the Big Picture / Main Point of the Passage These questions will ask you about the overall purpose of the passage. Is the passage meant to inform, review, contradict, prove, parody, hypothesize? Sample Question The primary purpose of the passage is to inform the public about a discovery review a work of art parody a well-known poem contradict a common claim Can you sift through the clutter? #3: Recognizethe Purpose of Small Details in the Passage These questions usually refer to a specific line and ask you about a detail from that line. They may also ask what a phrase or paragraph is accomplishing in the context of the whole passage. Sample Question Which best describes the function of the statement in lines 47-48 ("To...final")? It summarizes the points made in the preceding paragraph. It provides support for the argument made in the first paragraph. It shows a surprising realization. It contrasts recent scientific findings. #4: Infer the Meaning of a Line, Paragraph, or Entire Passage These questions ask you to interpret the meaning of a line, a paragraph, or the whole passage. That may sound difficult, but don’t worry. These won't be asking for your subjective interpretation. There will always be only one correct answer to these questions. Sample Question The author of this passage would likely agree with which of the following statements about the "Dali" referred to in line 2? He should be more criticized. He was ahead of his time. He should be more widely known. He revolutionized modern art. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! #5: State the Function of a Phrase or Sentence in the Passage These questions ask you to identify what effect a phrase or sentence has in the passage. Sample Question In lines 7, the author refers to his â€Å"scared smile† primarily to imply that Gerald had no feelings towards Ophelia. suggest that Gerald is excessively concerned about appearances. illustrate some of the exaggerated claims made Gerald’s uncle. emphasize the Gerald’s cowardice. #6: Recognize the Author’sTone,Style, Voice, Attitude, or Perspective In these questions (known as Author Technique questions), you are asked to identify the author's tone, style, voice, attitude, or perspective. Sample Question The author discusses Peruvian culture from the perspective of a concerned spectator an awed traveler an established researcher a beloved native #7: Interpret Data / Use Scientific Reasoning Skills (New Skill for 2016 SAT) For these questions, you will be asked to interpret graphs or charts and choose which fact they best support or least support. You don't need to be a science or data expert to answer these questions correctly, but you’ll need to be proficient at reading and interpreting graphs and charts. Look atour ACT science articles for assistance with this skill as ACT science relies on the same skill. #8: Provide Evidence Support *NEW Skill for 2016 SAT These questions come in sets of two. The first asks a question about the passage, and the second question asks you to identify exactly where in the passage you found your evidence to answer the first question. Sample Questions Via College Board's Test Specifications for the Redesigned SAT How to Practice Your first step in your SAT Verbal practice should be to learn the test format and strategies, soyou’re not surprised the day of the test.Learn more about each type of passage-based reading question, the best passage-based reading strategies, and the best way to study SAT vocabulary. After acquiring this knowledge, you need to start taking SAT practice tests, if you haven’t already.Check out the best SAT reading comprehension practice tests and questions.Make sure to do an in-depth review after completing each practice test.Review is the most important step in your study process.You need to identify what mistakes you’re making, so you don’t make them the day of the test. Followingthese steps will put you well on your way to raising your verbal SAT score! What’s Next? If you're taking the SAT, you should learn about the format of thenew SAT,and also, check out some general tips onhow to prepare for the SAT. Before you start studying for the SAT, figure out what’s a good score for your target college. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Discussion Paper - RFP Templates Essay Example | Topics and Well Written Essays - 250 words

Discussion Paper - RFP Templates - Essay Example The templates are easier to fill than writing from scratches. The questions asked require simple answers from choices available on the template. The templates information is easily receive from those organizing sporting events, meetings and even staffing who consider when they give feedback in post event report (Davidson and Rogers, 2013). I was surprised to find that they can change venue using the company’s website located in APEX glossary. This is helpful during emergencies and unavailability of specific location of meeting. The system allows changes in meeting place or even cancellation that is more convenient to the client. The templates are easy to adapt for any event because filling questions depend on activity. Moreover, the templates are useful in meeting planning and other events such outdoor activities. They further give an opportunity to pick services that they offer or you can leave if one is already in place. Flexibility offered can reduce cost to most organizers making the company to be preferred to

Parent Interview Essay Example | Topics and Well Written Essays - 2000 words

Parent Interview - Essay Example Joe is labeled as having autism; however he is also taking medication for attention-deficit hyperactivity disorder (i.e. ADHD). Currently, Joe is going to Harrison Elementary School in Livingston, Virginia. This school has grades from kindergarten thru sixth grade and in located in a middle- class area. Joe is in an autism self-contained class, and his classmates range in educational levels from third through sixth grade. Joe is in the fourth grade. He has been going to this school for five years and has been in the same autism program with three of his classmates for all of this time. Joe is well-known and liked around the school because he is very talkative and social. He also lives in a middle class neighborhood near his school. Joe is a very smart boy, but he is considered to be lower functioning because his test scores place him below grade level. Joe does not take the standard of learning tests (i.e. SOL); however he does qualify to take the Virginia Alternative Assessment Program test (i.e. VAAP). In school he does participate in general education activities, such as art, physical education, and music . In addition, he also has his academic work that is done in the general education classroom and his class. At this period in time, Joe has an Individual Education Program (i.e. IEP) in which he has several goals that he is working on, besides his general education activities and curriculum. His individual goals are in the areas of communication, fine motor/ writing tasks, classroom behavior, math, language arts and reading. Joe interacts socially with his peers and teachers. He responds to questions willingly, participates in all activates and has an average sized vocabulary. However, he likes to use words that begin with the letter s, which sometimes impedes communication. Joe’s goals include

The Betrayal of Julius Caesar Essay Example for Free

The Betrayal of Julius Caesar Essay 1- Julius Caesar lives in Rome, Italy. Some of his most famous battles were in Alesia, Pharsalus, Zela, and Munda. (biography.com) 2- Brutus spent much of his adult life in Rome, Italy. (livius.org) 3- Caesar was born in 100 BCE and died 44 BCE. He may have lived longer if he lived in modern times. (biography.com) 4- Brutus was born 85 BCE and died 42 BCE. He too may have loved longer if he lived in modern times. (biography.com) 5- Some cultural differences are that many people in Rome valued public service above almost anything and many people also depended on the work of slaves. In a republic the people rule and make decisions through series of elections. The people wanted Caesar to rule because Rome was experiencing many problems they believed he could fix and because he was kind to the middle class. Brutus didnt want Caesar to become lifelong dictator mostly because he wanted the title for himself. For the republic to have a king, it would actually mean that it would no longer be a republic, having a king means sovereignty and power no longer lies with the people, it lies with the king. In our culture this situation would be handled a lot differently considering we are a democracy and do not want a king, dictator, or ultimate ruler. 6- Caesars story is one of betrayal because Brutus murdered Caesar when Caesar trusted Brutus. (bbc.co.uk) 7- Ultimately Brutus and other liberators conspired to kill Caesar and did just that. This happened because many people did not want Rome to fall back into monarchical rule and did not like Caesars growing popularity. (biography.com)

Is the Black Family Only A Myth? Essay -- Exploratory Essays Research

Is the Black Family Only A Myth? My objective for writing this essay on the black family was to examine and interrogate a myriad of stereotypes surrounding this family structure. Slavery and its inception need to be explored because it enables one to acquire a better understanding of the modern day black family. It is my hope that once we achieve this level of understanding, if not acceptance, that we may be able to start the healing process that is so necessary. THE MOYNIHAN REPORT. SINGLE PARENT FAMILIES. POVERTY. CHILDREN IN TROUBLE. The aforementioned are descriptions and reflections associated with the black family. Although these identifications are different, they all reflect one negative connotation. The connotation is that of families of African descent being "problem ridden" and "dysfunctional." Despite the fact that many families are dysfunctional, the question is: "Why are families of African descent frequently labeled as such ?" The state of black Americans and their families has been at the center of debate for decades. Biased and inaccurate reports such as the infamous Moynihan Report by Senator Daniel Patrick Moynihan have helped to solidify the false stereotypes surrounding the black family. Such reports and their counterparts have had a long and lasting detrimental effect . Em phasis has been placed on personal biases and racist testing procedures such as the Bitch Test instead of actual data and observation. The Bitch Test (as you can tell from its name), is very racist. It was an intelli gence test designed for children of African descent. This test unlike the Stanford - Binet IQ test, asked questions which were irrelevant to the child's IQ. Questions such as, "What type of car would you call a 'hoo... ...ression and inequality. Works Cited Bennett, Lerone. "The Ten Biggest Myths About The Black Family." Ebony November 1989. Billingsley, Andrew P.H.D. "Understanding African- American Family Diversity." The State Of Black America 1990., National Urban League, 1990. Bray, Rosemary. "So How Did I Get Here?" The New York Times Magazine 8 November 1992. Burgess, Norma. "Examining The Female - Headed Family." The Daily Orange 12 Ocotober 1992. Dubois, W.E.B. The Negro American Family. M.l.T. Press: Cambridge MA, 1970. Eshelman, Ross. The Family. Allyn & Bacon: Boston, Ma. 1991. Graves, Carl. "Challenges For The Black Family." Black Enterprise. December 1988. Mbiti, John. African Religions And Philosophy. Heinemann Educational Books: London, 1988. Yinger, Milton. A Minority Group In American Society. McGraw Hill: New York, 1965.

Research Based Instructional Program

Running Head: LIFE SKILLS RESEARCH-BASED INSTRCTIONAL PROGRAM Research-Based Instructional Program One major disadvantage to developing and implementing instructional programs not based on research is the time spent. â€Å"Time is money†, and wasted time means wasted money. Money is wasted on implementing programs that are not research based. Time and money is wasted on training. Overall time and money are wasted on the program. Without the proper research it may not be known if the program is needed in the first place. Programs may be developed that are not needed, or that may not give the desired results. Research is the prerequisite for change or reform in education. DuFour & Eaker (2008) discuss reasons why the United States is behind other countries and the curriculum reforms that have come as a result. Without research no one would be able to give reasons as to why the United States cannot compete globally in education. Without research the scholar, practitioner, research model would not exist. Program Overview Botvin Life Skills Training (LST) name after its developer, Dr. Gilbert J. Botvin was developed in the late 1970s. The program is based on scientific evidence, and is backed by over 20 scientific studies. It is a drug and alcohol abuse prevention program designed to be implemented in a classroom setting. It was developed to be taught in grades as early as 3rd grade and as late as 10th grade. The elementary grades program consists of 24, 30-45 minute class sessions that should be taught over a 3 year period. The middle grades program consists of 30, 45 minute sessions that are taught over a 3 year period. The high school program consists of 10, 40-45 minute classes that can be taught in conjunction with the middle grades program. Adoption of research-based program In the state of California more than $2 billion is spent each year on prevention efforts. California’s gang czar, Paul Seave was quoted in saying that ,â€Å"there are so many evidence based practices, but few have scientific support† (Reynolds, 2010). Peter Greenwood, leader of the Association for the Advancement of Evidence Based Practice is also quoted in saying that,†the American public does not have a strong science background and people don’t always have the skills to know when someone’s pulling their leg†. The middle grades Life skills program was implemented in an effort to cut back and potentially stop gang violence and the use of drugs and alcohol among school age children. The program has proven to be far more successful than program such as DARE (Drug Abuse and Resistance Education) and other â€Å"tough love† strategies. These programs do not seem to motivate students to stay out of jail, and steer clear of drugs and alcohol. People believe in these programs, and find it hard to believe that they do not produce the desired results. Outcomes and Implications Students that use drugs and alcohol are prone to dangerous consequences. Some of these consequences include increase in behavior that increases risk of HIV and other sexually transmitted diseases, increase risk of jail time, and potentially hurting others around them. The purpose of implementing a program such as Life Skills is to make students aware of these consequences and give them tools to stop their life from going in a downward spiral. Staff Development As an instructional leader one must show their staff that they believe in the things that are being taught to students. First, a good leader has to research in order to have a knowledge base for the tasks that teachers will be asked to take part in. Second, the leader must have training on the materials and the results that should be expected. They should be shown the way that things need to go in order for a program to be successful. Finally, an effective leader has to be motivated and be able to motivate their subordinates to take on a task that will benefit the student population. Once the leader is prepared themselves, they can then train their subordinates, or get the proper resources for the training to take place and be effective. References Botvin Life Skills Training, Retrieved from http://www. lifeskillstraining. com DuFour, R. , & Eaker, R. (2008). Professional Learning Communities at Work. New Insights for Improving Schools. Reston, VA: Solution Tree. Patterson, D. , & Keefe, R. (2008). Using Social Construction Theory as a Foundation for Macro-Level Interventions in Communities Impacted by HIV and Addictions. Journal of Sociology & Social Welfare, 35(2), 111-126. Retrieved from Research Starters – Sociology database. Reynolds, Julie. (2010). Keeping kids out of trouble not easy [Electronic version]. The Herald.