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The Effects of Looping on At-Risk Children, 2002.
An introduction to the educational process of looping, especially how it is applied to at-risk children.
4,225 words (approx. 16.9 pages), 23 sources, APA, $ 112.95
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Abstract
Looping, which is also known as multi-year teaching or multi-year placement, occurs when teachers are promoted with their students to the next grade level, staying with the same group of children for two or three years. This paper introduces the educational process of looping, as well as evaluates the benefits that looping can have on students. It also addresses the individual needs of at-risk children, and explains how looping effects these children.
Table of Contents
Abstract
Introduction
Statement of the Research Problem
Review of the Literature
Hypothesis
Method
Research Question Overview
Operational Definition
Subjects
Setting/Site
Instruments and Materials
Design and Procedures
Data Analysis
From the Paper
"Studies show that one of the most critical factors influencing the positive development of at-risk children is attachment to at least one adult who believes in the child and provides acceptance and support for the child (Hawkins, 1995). Pro-social behavior often occurs when children bond with pro-social adults, such as parents and teachers, adopting their beliefs and values (Hawkins). On the other hand, antisocial behavior occurs when children bond to antisocial individuals, like gang members, adopting their beliefs and values. For positive bonding to occur, there must be an opportunity for bonding to take place, as well as cognitive and social skills to support the bonding opportunities and a consistent system of recognition and reinforcement for accomplishments (Hawkins)."
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Risk Factors and Children, 2003.
An overview of risk factors that can affect a child's life.
756 words (approx. 3.0 pages), 9 sources, MLA, $ 26.95
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Abstract
This paper examines how, for a child, living in poverty can affect every faucet of their being. It looks at how there are certain mediators and moderators that sometimes serve as risk factors that might increase the likelihood of negative outcomes for children. It explains those and moderators and focuses on the micro-level of the child?s world to show what role they play and how life is affected by such factors.
From the Paper
"Substance abuse is one of the risk factors that are also an aspect of family functioning which directly affects the child within the microsystem. The actions of the parent might not even be focused toward the child, but they may still be affected. If a mother abuses a substance, she will be less able to take cues from her baby or respond to her in an appropriate manor. Parents usually become harsh and authoritarian in their discipline practices, causing children to act out for attention and behave negatively. Some parents may emotionally or physically abuse their children, including neglect. Those are just ways in which this risk factor affects parents."
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Effects of Risk Perception on Risk-Taking, 2008.
A summary and review of "The Contingent Effects of Risk Perception on Risk-Taking Behavior: Adolescent Participative Orientation and Marijuana Use", the authors C.F. Lee, Y. Su, and B.P. Hazard
4,419 words (approx. 17.7 pages), 2 sources, APA, $ 116.95
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Abstract
This paper critiques an article about the use of marijuana by American high school seniors, entitled "The Contingent Effects of Risk Perception on Risk-Taking Behavior: Adolescent Participative Orientation and Marijuana Use". The paper first explains that the authors of the report see marijuana use as an example of risk-taking behavior, and presume that a reduction in marijuana use would mean that the perception of risk has increased and that this is leading to a lower rate of use. The paper then goes on to summarize the report and explain its findings.
From the Paper
"The authors find that risk perception by itself accounts for about 21% of the variation in risk-taking behavior of marijuana use. Using the four participative orientations - sports, fun, school, and creative - the explained variance of marijuana use was increased to 33%, and all activity orientations except creative significantly affected marijuana use. Sports and school showed relatively small negative effects, while fun activities had a distinctively large and positive effect on marijuana use. The authors also find after analysis that the net effect of risk perception on marijuana use was statistically insignificant. "
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Risk Management and Risk Assessment, 2008.
An analysis of nine websites and their understanding of risk management and assessment.
1,192 words (approx. 4.8 pages), 9 sources, MLA, $ 40.95
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Abstract
This paper defines risk management and assessment and discusses their importance to corporations and the public. The paper then focuses on effective risk management tools. It describes three websites and discusses their understanding of risk management. The paper also discusses specific websites that do not display a thorough understanding of risk management and assessment.
From the Paper
"Risk management needs to be understood from a variety of angles. Firstly, risk should be defined for its nature and effect upon not only the company, but also all possible stakeholders. Risk management procedures exist to protect both the workplace, the workforce, or the public. Risk to the corporation is anything endangering the vision, mission and profitability of the company. Secondly, risk to the workforce entails those risks that may result in injury or death to the employee, or that may lead to health or other physical hazards. Employees may also incur risks from non-physical sources such as long work hours or a highly stressful job situation, which could be brought about by a variety of factors. Thirdly, risks can also be posed to the public, in terms of health, safety and financial well-being. A gas company may for example risk the health of the surrounding population by exceeding legally allowed gas emissions."
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Children in Faith Healing Religions at Risk, 2000.
The effects of allowing parents in faith healing religions to deny their children medical care.
6,030 words (approx. 24.1 pages), 31 sources, MLA, $ 142.95
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Abstract
A comprehensive analysis of the legality of parents denying their children access to health care on the basis of their involvement in a "faith healing" religion such as Christian Science or Faith Tabernacle. The paper explains that for some residents of the United States, traditional medicine is not religiously acceptable in the face of sickness. On the contrary, these residents are so strongly against medicine that they will not even allow their children to see a doctor if they suffer from life threatening illnesses. It discusses how many followers of these religions are denying the use of traditional medicine and joining a movement that shies from what society considers the norm for treating sickness by putting their belief in God's ability to heal their family's illnesses. The paper argues however, that parents' religious convictions about the disuse of any type of medicine for their children should not be allowed as a legal means of denying their children this medicine because these convictions often cause the needless deaths and suffering of many children whom medical care would have helped.
From the Paper
"For centuries America has debated to what extent church and state should be separated. More recently the argument about the disuse of medical treatment for religious reasons and the resulting deaths of the children of certain religious organization's followers has arisen. Since the seventeenth century when settlers came to America to escape religious persecution and seek religious freedom, the issue of separation of church and state has been in debate (Council 1). However, not all religions were given equal rights before the Bill of Rights was created: in Boston anyone preaching outside the established church could be fined or banned from the settlement (Weiss 11). Also, in areas that practiced South Anglicanism, those who spoke out against the Christian faith were sentenced to death (Weiss 11). However, the first amendment to the American Bill of Rights, which was passed in September of 1789, changed these discriminatory practices on a federal level and caused less religious discrimination to occur (Weiss 31). This amendment states: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof" (Bartlett 3). This amendment did not, however, guarantee the protection of United States citizens from state religious discrimination; but the fourteenth amendment, which was passed at a later date, did (Weiss 32). Opponents for and against parents' rights to deny their child medical care based on religious convictions are eager to solve the question of the relationship of church and state and the necessity of parents to obtain medical care as required by state governments. This issue has thus become a pressing argument that must be solved quickly because many children's lives are at stake."
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Adult Children of Alcoholics and Biological Risk Factors, 2002.
Reviews some of the research available regarding heredity and alcoholism.
3,400 words (approx. 13.6 pages), 11 sources, $ 124.95
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Abstract
The following brief discussion will present a review of recent research into the area of heredity, biological risk factors, and alcoholism. The discussion will begin with consideration of a relatively mundane source, "The Betty Ford Center Book of Answers" (1997). This book is essentially what would be known as an FAQ on a web site. It is, however, accurate and concise. As such it provides a valuable introduction to the most widely known and accepted information concerning alcoholism.
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Bilingual Children, 2007.
An analysis of the challenges facing special education teachers when teaching at-risk bilingual children.
1,355 words (approx. 5.4 pages), 6 sources, MLA, $ 45.95
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Abstract
This research paper analyzes the specific challenges educators face when teaching bilingual children with special education needs. Specifically, it attempts to address whether early intervention for at-risk bilingual children with disabilities and other handicaps or other specific tools and academic strategies will improve learning outcomes. The paper also provides statistics on the unique challenges educators must address when working with special education bilingual students.
Table of Contents:
Abstract
Introduction
Problem Statement
Background
Preliminary Literature Review
Methods
Theoretical Framework & Data Collection
From the Paper
"Amato & Baca (1989) note that throughout history bilingual education has shifted multiple times, from "nonbiased native-language assessments" to specific services directly related to a student's special needs and bilingual ability (168). Many consider the field of bilingual special education one that is emerging and growing. Baca & Cervantes (1989) note a need for a bilingual special education "interface" exists that incorporates training for special education students and teachers (168). Amato & Baca (1989) observe that certain teacher competencies are clearly necessary for bilingual special education teachers, competencies that must be more clearly defined. Neuman & Roskos (1997) and other researchers including Gonzalez-Bueno (2003) suggest promoting literacy among bilingual special education students should be a primary concern for educators. They suggest use of a bilingual alphabet will help facilitate this process."
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Looping, 2004.
The history and advantages/disadvantages of looping (continuous instruction by the same teacher over several years).
3,361 words (approx. 13.4 pages), 17 sources, APA, $ 95.95
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Abstract
Looping is a term coined by Jim Grant, generally meaning that a group of students moves onto the next grade level with the same teacher for two or three years. This paper shows that looping is similar to the concepts of multi-age classrooms or small schools, but it is not the same. This paper examines the history of looping and discusses the advantages and disadvantages of this system.
From the Paper
"Once a teacher and/or school system has gained the knowledge to implement looping effectively, it is time to decide how they would like to set the program up. Set-up "...generally requires a partnership of two teachers in contiguous grades; a first-grade teacher, for instance, decides to progress with her students to grade two, while the second-grade teacher moves to first grade and begins a new two-year cycle"(Forsten, Grant, Johnson & Richardson 1997 12). This same idea is the key when a teacher or groups of teachers follow their students beyond two years. Each teacher moves up and the one at the top moves down. A single teacher can also loop with a class if there is a need in the school."
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Children of Divorced Parents, 2005.
This paper provides a study on the risks in children of divorced parents.
900 words (approx. 3.6 pages), 2 sources, $ 35.95
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Abstract
In this paper, a journal study is compared to a popular review of the research that it covers. The writer notes that the popular review, from Prevention Magazine Online, is a brief overview and embellishes the results of the in-depth study on intervention and skill-building in at-risk families after divorce. Further, the writer points out that the journal study used was "Risk as a Moderator of the Effects of Prevention Programs for Children from Divorced Families".
From the Paper
In "Risk Moderation of the Effects of Prevention Programs for Children from Divorced Families: A Six-Year Longitudinal Study," Dawson-McClure, Sandler, Wolchik, and Millsap conduct a study of 218 families over 6 years to identify the effects of prevention programs in preventing mental health problems in children from divorced homes. In these studies, the researchers used resilience-building prevention methods, such as effective parenting training, to directly combat the stress and negative experiences that often lead to mental anguish in children."
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The At-Risk Child, 2005.
A study focusing on intervention programs for at-risk children.
12,344 words (approx. 49.4 pages), 71 sources, APA, $ 237.95
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Abstract
This paper discusses and analyzes programs, termed intervention programs, that are designed to help children catch-up with their counter-parts in academic settings and prevent them from being retained. The study focuses on intervention programs at middle schools and, more specifically, whether intervention programs such as teaching students study skills are successful in helping students achieve success.
Introduction
The At-Risk Child
Retention
Social Promotion
Intervention Programs
Study Skills
Justification of the Study
Statement of the Problem
Research Question
Hypothesis
Definition of Terms
Significance of the Study
Outline of the Study
Literature Review
Methodology
From the Paper
"President George W. Bush signed the Elementary and Secondary Education Act (ESEA) known as the No Child Left Behind Act into law on January 8, 2002. President Bush, like many former Presidents, claimed education as a top priority in his administration. The Act has four critical components, which include: (1) mandating states to create standards, and then to test students frequently focusing on "adequate yearly progress," (2) giving states and local schools more control over federal funding dollars, (3) allowing parents the choice as to which school their child attends if their current school is identified as "failing", and (4) directing more funds toward research-based programs with a heavy emphasis on reading and professional development for teachers (www.nochildleftbehind.gov/next/overview/index.html--I have). No longer, says the legislation, will we allow our schools to fail our children. All children must be competent in the core academic areas and must be achieving at grade level. However, current reality is that many children are failing. What happens to a child who fails? Over the years there have been two philosophical approaches to the failing child. One recommends retention in the grade until the child demonstrates the necessary competencies. The other holds that students should be kept with their peers regardless of performance for the emotional health of the child (social promotion). While all children have the potential to suffer academic problems in school, specific demographics - some based on race, ethnicity, or parents education, among others - are targeted as the most at-risk."
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Looping, 2007.
This paper examines the approach of "looping", advancing teachers from grade to grade along with their classes of students.
1,372 words (approx. 5.5 pages), 7 sources, MLA, $ 45.95
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Abstract
This paper discusses the practice of looping, when students stay with the same teacher for more than one grade level. The paper explains that the concept is to increase student comfort by creating a longer term relationship between students and their teacher. The paper looks at the positive elements and drawbacks of this educational approach.
From the Paper
"The practice of "looping" means advancing teachers from grade to grade along with their classes of students. At the end of the second (or third) year in the pattern, the students move on to another teacher, and the looping teacher receives a new group of students at the lower grade level. Looping is not used in multiage grouping, since a multiage group does not comprise a single class grade."
"As noted by Denault (1999), "With the spotlight in the United States on public schools, educators continue to struggle with the problem of how to improve the quality of education for students. At national, state and local levels, schools are looking at different ways to organize themselves for success.""
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Looping in Elementary Education, 2001.
A discussion on the pros and cons of looping educational system.
2,795 words (approx. 11.2 pages), 6 sources, $ 83.95
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Abstract
This paper studies the practice of ?looping? in elementary education, which was introduced in America almost a century ago. It is still not very common but in the last five years the popularity of this system has grown significant in the United States. The paper also takes into account the advantages and disadvantages of multi-year teaching.
From the Paper
"Looping is an effective practice in which a teacher advances to the next grade level with his or her class. This is done for two or three consecutive years after which the teacher joins some other group and thus the cycle of looping begins again. Looping is a process, which runs in a cycle form, and this applies to looping in elementary education too. This is done because it is seen that young kids become very close to one teacher in lower grade levels and it is important for them to stay with the same teacher for some time until they reach an age in which they can cope with new teachers and thus the teacher is free to join other group of young kids.
This system of education was developed by an Austrian educator way back in 1900s. He introduced this system in Waldrof Schools, which he had founded for the purpose of providing education to the children of factory workers. (Barnes, 1980) He was f the view that if children developed a good strong relationship with the teacher, they have less anxiety when moving to next grade, as they know there would be one familiar figure around and it significant reduces their anxiety."
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Risks and Bank Capital Regulation, 2002.
A study of the main categories of risk-- liquidity risk, interest rate risk, credit risk and capital risk and how they can impact the viability of a financial institution.
1,795 words (approx. 7.2 pages), 9 sources, MLA, $ 57.95
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Abstract
One of the most fundamental objectives of bank management is maximizing shareholder value. To maximize shareholder value, bank managers must address the risk-return trade off inherent in many of their day-to-day financial transactions. This paper examines the different types of risk which fall into four main categories liquidity risk, interest rate risk, credit risk, and capital risk and shows how crucial they are to maximizing shareholder value. Examples from real life bank figures are used to illustrate examples.
From the Paper
"If a financial institution does not have enough liquid assets, then it is possible that a run on customer withdrawals could not be met. A common scenario in the Great Depression of the 1930?s, an inability to meet withdrawal demand can destroy the reputation of a financial institution. Carrying a disproportionately high liquidity risk has the potential to completely obliterate the good reputation of a financial institution, and ultimately result in the institution closing its doors."
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Risk Perception and Dangers, 2005.
This paper discusses risk perception and assessment using the dangers of lead in children as an example of risk management.
2,310 words (approx. 9.2 pages), 4 sources, MLA, $ 71.95
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Abstract
This paper explains that risk perception examines the opinions of people when asked to evaluate hazardous activities, substances and technologies, which helps policy-makers by improving communication between them and the public, by directing educational effort and by predicting public responses to new technologies, events and new risk management strategies. The author points out that the fields that have the most important influence in evaluating risk perception are (1) geography because of the recent broadening of focus on technological hazards, (2) sociology and anthropology because risk perception is influenced by friends, family and co-workers, and (3) psychology because of the use of psycho-physical scaling and multivariate analysis techniques to produce quantitative representations or'cognitive maps' of risk attitudes and perceptions, which demonstrate that every hazard has a unique pattern of qualities related to its perceived risk. The paper states that, for the last 30 years, instead of asking how to prevent lead poisoning, the medical community has taken a risk assessment approach, asking, "How much lead is safe for industry to put into children?"
From the Paper
"The present 'risk balance' situation also does not appear to differentiate between different sorts of risk. For example, a one in 1000 risk imposed on someone is different to a one in 1000 risk accepted by someone. It is often the case that the risk from using a chemical, say, is borne by the population as a whole, whereas the benefits accrue only to a minority. This is inequitable, and a new focus in risk - allowing a product on the market only if it passes a criterion of 'social need' for example, would ensure that inequitable distributions of costs and benefits were reduced."
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The Bank of New York - Risk Analysis, 2002.
An essay presented in report form by the bank's risk management team in an attempt to identify and minimize the risks faced by the bank.
1,620 words (approx. 6.5 pages), 4 sources, MLA, $ 52.95
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Abstract
The paper discusses the number of risks associated with the banking industry. In an attempt to identify and minimize the various risks associated with the operation of this institution, the Bank of New York uses a Risk Management team. Their main goal is to identify and track the various risks associated with the Bank of New York and offer recommendations as to how to minimize or eliminate them. The paper shows how threats and risks in the banking industry can be divided into the following categories: Market Risk, Credit Risk, Foreign Asset Risk, Competition Risk, Governmental Risk, as well as risks to the physical structure and data systems. This paper discusses these risk areas and the Bank of New York?s plan for minimizing them.
Table of Contents
Introduction
Risk Analysis
Threats/Risks - Market Risk
Credit Risk
Foreign Asset Risk
Governmental Risk
Competition Risk
Analysis
Data Systems
Mitigation/Countermeasures
Information Assurance Policies
Disaster Recovery Policies
Summary
From the Paper
"The World Trade tower attack in September of 2001 prompted the Bank of New York to re-evaluate and amend its disaster recovery policies. At the time of the disaster, the Bank had over 8,300 employees located in four lower Manhattan facilities who were evacuated in a matter of hours. The recovery plan was immediately implemented, and they temporarily relocated headquarters to midtown Manhattan. By that evening, they had relocated operating departments to five existing contingency sites in New Jersey, New York State, and Connecticut. Staff was reassigned to alternate sites as specified in disaster recovery plans while systems were restored at backup sites over the course of the following days. Well-executed contingency plans led to quick recovery of many businesses, including ADR, BNY Clearing, Core Custody, Brokerage, European Transfer Agency, Foreign Currency Transfer, Fund Accounting and Administration, Investment Management, Performance Measurement, Retail Fund Administration and Securities Lending (BNY annual report, 2001)."
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