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Ring Around the Rosy – Example Ring a ring o'roses A pocketful of posies ah-tishoo,ah-tishoo We all fall down. The King has sent his daughter To fetch a pail of water ah-tishoo, ah-tishoo We all fall down. The bird upon the steeple Sits high above the people ah-tishoo, ah-tishoo We all fall down. The cows are in the meadow Lying fast asleep ah-tishoo, ah-tishoo We all get up again.The historical context of this rhyme dates back to the Great Plague of London in the late 1600s. During this time it is said that victims of the plague would be sealed in their houses. These houses would be identified by a red cross painted on the door and the phrase “God have mercy.” None of the victims would be allowed to leave the home and no one was allowed to enter. Unfortunately, this did not bode well for the other family members confined with the victim, who ended up catching the disease as well. According to Linda Alchin, “the death rate was over 16% and the plague was only halted by the Great Fire of London in 1666 that killed the rats that carried the disease which was transmitted via water sources” (41). In this rhyme the phrase ring around the rosy is said to refer to the plague symptom of a rosy red rash in the shape of a ring on the skin. In addition, it was believed by many that the disease was transmitted by bad smells. To ward off the risk of catching the disease, some folks would carry pockets or pouches filled with sweet-smelling herbs, such as posies. It is also thought that the phrase ashes, ashes was a reference to the cremation of all the dead bodies. In the English version, the phrase A-tishoo! A-tishoo! seems to be referencing the violent sneezing that was another symptom of the disease (Alchin 41). Works Cited Alchin, Linda. The Secret History of Nursery Rhymes. New York, NY: Nielsen, 2013. Print. .

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with sweet-smelling herbs, such as posies. It is also thought that
the phrase ashes, ashes was a reference to the cremation of all
the dead bodies. In the English version, the phrase A-tishoo! A-
tishoo! seems to be referencing the violent sneezing that was
another symptom of the disease (Alchin 41).
Works Cited
Alchin, Linda. The Secret History of Nursery Rhymes. New
York, NY: Nielsen, 2013. Print.

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Revista de Asisten]\ Social\, anul X, nr. 1/2011, 25-33 25 Measuring Effectiveness in Direct Social Work Practice Bradford W. Sheafor* Abstract. In many parts of the world social workers are increasingly expected to provide documentation of the effectiveness of their services. One useful approach to such documentation is to measure the amount of change clients experience relative to the issues in their lives being addressed with the social worker. This is one expression of the popular demand for evidence-based practice: evidence-based evaluation. While it is not possible to prove that a social worker�s intervention caused the change, empirical documentation of change can be shown to be associated with the intervention and the work of the social worker. This trend is somewhat controversial in social work and, indeed, there are advantages and disadvantages to efforts to quantify client change. In this article a process is described for conducting an evidence-based evaluation of client change when working in a direct service capacity, i.e., face-to-face intervention with individuals, families, and groups. In addition to the usual process followed in assessing and intervening to help change the client situation, additional steps in the process are to: 1) generate researchable questions that will inform the social worker�s actions with this client (formative research) or provide summary information about the practice outcomes (summative research) to inform future practice activities; 2) quantitatively measure change in the important variables related to the issue(s) being addressed; 3) organize the resulting data in a format that helps to interpret the client outcomes. Keywords: direct practice evaluation, evidence-based practice, measurement, single- -subject designs, empirical practice evaluation Introduction As social work has evolved, at least in industrialized nations, simply asserting that we are doing good when serving our clients is increasingly viewed with suspicion. When called upon to prove that our interventions make a difference for clients, social workers are often hard-pressed to uphold their claims of success-or defend against others� claims of our failures. How can we accurately determine if we are truly helping our clients? One approach is to ask the opinions of the clients who clearly have an important perspective on our work. However, there are serious limitations to client assessments of the social worker�s performance. Clients may not have an accurate basis of comparison to other service providers, * School of Social Work, Colorado State University, 119 Education Building, Fort Collins, CO 80523, USA, Tel.: (970) 4915654, E-mail: [email protected] B.W. Sheafor / Measuring Effectiveness in Direct Social Work Practice26 may base their judgments or disliking the social worker as opposed to assessing his or her competence in addressing the issues, and the client�s assessment may be subject to manipu- lation as s.

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Riku is a 19-year-old college student. One morning, after a long nig.docx

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Right to Portland Parks and Recreation Community Centers I believe that everyone has the right to access recreational community centers and the free activities that come with them. Portland Parks and Recreation (PP&R) is funded through taxes by the citizens of Portland. One of the community centers is Mt. Scott Community Center, located in southeast Portland. This center has been an important part of my life since I was a young child. I’ve been going to Mt. Scott Community Center for my whole life, and my perception of it has changed over time. When I was younger there was only two reasons for going to the community center; either I was playing basketball at an open gym or in one of the little leagues, or I was swimming at the in pool. I now work at Mt. Scott as a lifeguard. Now that I am an adult and employed by the center, I see how important the programs are to youth. I was one of the individuals whose beliefs were shaped by the equitable access to interesting and fun recreational programs. I know firsthand how crucial it is for youth to be involved in active and positive activities. Being involved with this center as an adult has helped to shape my belief in the importance of the parks programs for all. In 2012, Portland Parks & Recreation developed a strategic plan that states that “Public parks and recreation contribute endless benefits to the community. The outcomes are “more than fun and games,” playing a substantial role in developing healthy lives and building community, preventing crime and providing positive alternatives for youth.” However, this report also states that not all Portlanders have equal access to recreation facilities and the opportunities they offer. The data showed that youth in communities of color and the elderly do not have enough facilities near them and that it is a hardship to travel to recreation centers that were further away. In Portland, many of the black families moved from NE Portland to outer SE Portland. This gentrification, the systematic process of upgrading a neighborhood so that the existing residents can’t afford to live there, caused an influx of communities of color to relocate to southeast where the cost of housing was cheaper. The 2016 Performance Report from PP&R reveals that the East Portland Community Center, which serves this neighborhood, is inadequate both in size and services to meet the needs of the youth and elderly that live in the area. Because I believe that every person has the right to participate in recreation programs in Portland, It is important to the health of our city that every individual have the support needed to access a recreational facility. Portland Parks and Recreation refers to this effort as “closing the play gap”. To close this gap, PPR needs to improve their facilities, do outreach in a variety of places such as schools and neighborhood associations and to partner with other agencies like Tri-Met for transportation to the recreation centers. Onc.

Right to Portland Parks and Recreation Community CentersI be.docx

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Rilke Letters Assignment (FINAL ESSAY) Core 110—Spring 2019 Read the following directions carefully. Instead of a final exam, you will write an essay (or letters) related to the assigned reading of Letters to a Young Poet. The approximate length is 3-4 pages (MLA format). The final draft is due at the scheduled time for your class’s final exam period (see Moodle for details and submission link). We WILL NOT meet for a final exam. Choose ONE of the following options for your assignment. Your writing will be graded in accordance with the standards provided in your course syllabus, including content, grammar, and style. Use your knowledge of the writing process we employed throughout the course. You must brainstorm, draft, revise, edit, and proofread. We will not complete this process during class. You are responsible for working through the writing process. Format your essay using standard MLA, as we have done all semester: double-spaced lines, 1-inch margins, 12 pt font, identifying information (your name, course, etc). When citing text, refer to the author and page # in MLA format. Use only the primary source (Rilke's Letters) and do not use research sources. Since you will only use primary sources, no reference list is needed. YOU MAY NOT USE SOURCES/OUTSIDE RESEARCH. Non- compliance with this constitutes cheating and will result in failure. General directions and tips:  Focus on analysis.  Use textual support from the Letters text to SHOW—illustrate ideas and analyze the text rather than just reporting or telling (skills you used in each of your course essays).  Assume your reader is already familiar with Letters to a Young Poet. In other words, DO NOT provide a plot summary.  Center your writing on an original, meaningful thesis sentence.  Structure your writing with an interesting introduction, a substantial body with paragraphing, and a meaningful conclusion.  When referring to the action of the text, use the literary present tense, such as: Rilke advises the young poet to. . . .; When the poet asks Rilke's advice about his poetry, Rilke responds. . . . Options: Choose ONE— 1. Rilke discusses many topics in response to the young poet, Kappus, in his letters. Choose two of Rilke's prominent topics or themes, explaining Rilke's point of view on each of the two themes AND analyzing how and why he interconnects the themes. Center your essay around a clear, meaningful, worthwhile thesis sentence. 2. Imagine that Rilke is alive and well (perhaps through time travel). He will be visiting King's College and speaking to students. You are a student advisor for Rilke's visit, and it is your role to explain to Rilke some of the primary concerns of your classmates so he may prepare a speech directed toward advising them in meaningful ways. Given the insights you will help Rilke gain, he will prepare and deliver a speech to students. .

Rilke Letters Assignment (FINAL ESSAY) Core 110—Spring 2019 .docx

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Riley Chapter 1 7) Differentiate among the three international marketing concepts. International marketing combines the marketing mix of plan, price, promotion and how to distribute the brand’s product or service to a much larger scale. Before company’s can even consider to penetrate into international markets, they first have to see if their internal and external operations are able to accomplish multiple marketing concepts. The first concept for a brand to enter the international market faster would be if the company had successful technology and a variety of resources that could easily aid distribution. The second would be for small and large home markets to that have successful internal production to consider manufacturing and shipping outside of their regular market. The last concept would be for a company’s running main manager to have close connections with those from other countries, so that way there is an easy international communication that can help the company for penetrating the market. (Cateora, Graham, Gilly & Money, 2020) When penetrating the international market, it is important to have controllable product, price, promotion and research available for distributing. However, the domestic environment and foreign environment will be uncontrollable. This is when the company will have to modify the firm’s original characteristics to match the culture’s political forces, geography, competition, climate and economic climate. All of this goes into how the brand’s product and service will ultimately be viewed by the international market and ignoring these steps can result in failed marketing efforts. (Cateora, Graham, Gilly & Money, 2020) 9) Discuss the three factors necessary to achieve global awareness? In today’s marketplace, it is crucial for businesses and brands to understand what it means to be globally aware, especially when marketing to other cultures to achieve global awareness. The first factor to achieve global awareness, is for a company to incorporate what it means to be globally aware. To be globally aware consists of being able to respect and tolerate one’s differences in their culture, compared to one’s own. It is important to respect these differences, otherwise there won’t be a clear way to communicate these differences in a precise way. The second factor is to understand the history, culture and stay up-to-date on current news and politics. This all plays a role in how a company can begin to achieve global awareness for their brand because it keeps marketing messages relevant the ever-changing culture. The last factor, is to create long-term business relationships with those of other cultures. A variety of people who come from different backgrounds and cultures should be made into a stable group of managers and directors. It is important to have these people ahead of marketing and creating new campaigns when entering a new global market. This diversity is important because they are a key asse.

Riley Chapter 17) Differentiate among the three internatio.docx

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Rigoberta Menchu calls her recounting of her life to Elisabeth Burgo.docx

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