Sky High

Good morning teacher and fellow students. The idea that we continue on as we are: unchanged, unchanging is unbelievably illogical. In a time and world where things are constantly changing, it is impossible to be in existence without being affected by the process of change. Changes are inevitable, and they are happening everywhere around us. In our stimulus booklet, it is evident that changes are a major part in everyone’s lives, this is best portrayed in the story â€Å"Sky High†. This story is filled with strong imagery, based on the clothesline in the author’s childhood memories. The author mesmerize her childhood memories of the clothesline, and how she used to pretend what it is, how the clothes are like signal flags and also how much fun she used to have with it. As the author matures in her perspective, her views about the past starts to change and she no longer sees the clothes line through a child’s naive, imaginative view, but now sees it as a memory, and just a tool which she her self uses. The author is able to perceive the two different perspectives and compare them. As we can now see, change is a part of growing up, of maturing and going forward, just like Hannah Robert, the author of â€Å"Sky High†. The prescribed text I’m here to present you with is â€Å"The Great Gatsby†. Nick Caraway the narrator in the story is the one who we are focusing on the change which he goes through. Nick in the beginning wants to chase after the â€Å"great American dream† like everyone else. He then realizes, how low the people were in achieving that goal, this could be seen when Jordan was cheating while playing golf. He also saw the carelessness these people have in doing things. They are only skin deep in who they are, like the main person described in the story, Gatsby, who is only known for his money and by his name, but not by who he really is. At the end, Nick realizes all this and changes his views on the Great American Dream, and realizes that it is only an expression of materialism. This took him a step further in life, as he changed his views, and helped him grow as a person. The last text I want to present to you with is â€Å"Looking for Alibrandi†. We noticed a number of changes that occurred in the story, which affected the lives of the Alibrandis within the 3 generations. We see a strong bond between Josie and Christina in the story because she was raised by a single parent. Josie was greatly influenced by her mother for decision-making and had a biased opinion about her father. But soon after she had personal contact with him, she comes to realization that he wasn’t so bad after all. The relationship between the 3 generations was also a disaster. Josie was often irritated by her grandmother, Katia at the beginning of the story but as she journeys through and discovers the real Nonna with the great sacrifices she made for them, Josie learnt to respect her and at the same time changed her perspective about her. As we can all see, changes are inevitable and unavoidable, they are constantly taking place in our lives no matter whether they have a good or bad impact upon us and there is no denying in its existence. Changes can be seen with our own eyes, as it occurs, we change physically all the time with our appearances, the way we look, the way we dress, and to keep up to date with the fashion and change with the crowd that is ever evolving so we are not a left over. We can change mentally, as we go through life, because of all the emotions that are constantly rushing through us, which also effects and changes our mood as well as our way of socializing with other people. If we say that we will continue on as we are, unchanged and unchanging, it is also like saying that we are frozen in a space of time and everything else around it, because changes comes with time, and if there is no change, then time would no longer exist.

Analysis Soft Drink Essay

1Analysis of the U. S. soft drink industry, based on the competitive forces model of Michael Porter. In the soft drink industry the entry of new competitors depends on the barriers to entry that are present, and also the reaction from existing competitors that the entrant can expect. I will now analyze the six major sources of barriers to entry the soft drink industry. Economies of scale deter entry by forcing the entrant to come in at large scale and risk strong reaction from existing firms or come in at a small scale and accept a cost disadvantage. If a company wants to decline its unit costs of their product, they will have to produce more to lower the cost. The more you produce, the lower the costs. In the soft drink industry establishing firms have brand identification and customer loyalties. The brand name can have differences. This is a high barrier to enter. Entrants are forced to spend a lot to overcome existing customer loyalties. The capital requirements within this industry are very high. Production, distribution and advertising are a must to compete with the industry leaders like coca cola and Pepsi. So if a new The aluminum cans, plastic and glass bottles are pretty much dependant on the soft drink industry to survive in the business. This makes suppliers to have little power over the soft drink industry. The access to distribution channels is a high barrier because the most successful soft drink companies are aggressively spending their distribution channels and buying full ownership of bottling plants. Supermarkets are at present the largest channels in the U. S. and there the competition is very high. Switching costs is also a barrier to entry this business. Switching costs by changing from one supplier to the other may happened. Also employee training, new equipment, testing new technology. This things are common in this industry. This are barriers for new entrants.

A passion for practicing medicine in Developing Country

A life with purpose is a life without misery. While yet many choose purpose out of a mere likeness, I have chosen mine out of interest, vision and passion. To live beyond a committed life in the world of medicine is my focal point. Yes, an opportunity to live a noble future that reflects constantly on the healing assignment, making people appreciate the privilege of breath.Of more interest of course, is the agendum to study medicine.A worthwhile career to contribute to life, making the world a better place to live. Health is wealth, so says a common saying. The study of health hence is the study of wealth. I am quite positive that my interest dwells in the study of medicine not only for a mere need to able to treat the ill ones, but a mission to spread the awareness of the need of good living and good health to all and sundry.Awareness that many of human ways bring about many diseases. Very few is aware that there are many more lethal diseases than AIDS (Acquired Immune Deficiency Sy ndrome).Diseases like Bird flu, Cancer, Leukemia, SARS, to mention but few, are relatively unaddressed by many.Another issue that needs attention is the nutritional intake of human. Good nutrient does not only strengthen the body system, it also allows the body to resist some diseases. In the developed world, many eat and overfeed yet without taking the necessary nutrient. While in the developing countries, the case is more severe.The reason is not unconnected to the fact that they have shortage of food, hence shortage of nutrient necessary for good health. If only there could be more seminars, campaigns, and other media of awareness creation, many could have been saved from many diseases.I will like to join the presently available campaign teams across the world. Bodies like WHO (World Health Organization), USAID and lot more are doing a great job in sensitizing the entire globe on several health issues. Better still, if given all I require, I will like to create a new body that wi ll focus on the developing countries. The Old and the young in the developing countries go through so much concerning their health.Unaware of repercussions of many of their ways, hence leading to many diseases.They are locked up in a vicious circle of ill-health simply because of their poverty which does not afford them good health care. Countries like Somalia, Angola, Nigeria, to mention only but few among others, they need face lift in their attitudes towards their health schemes. Many children die of malaria or typhoid and yet many crippled by polio. These are diseases that could be cured or prevented with just a vaccination or some other simple drugs as the case may be.Of more focus is the old, weak and fragile both physically and emotionally. They suffer dissertation and low appetite. Their psychological status is assumed defective; they feel an aura of rejection. The chewing skill is increased but without enhancement, for their teeth become weak like cotton.Of more concern to me are the aged ones in the developing country, where the government of the masses cares less for the aged ones. Retired with little or no pension, living a practical vicious circle of no income, no health. I wish I could grow up in skill and knowledge in medicine vastly to help these people crying out everyday.For long, I have watched mentors making things happen in the world of health; it is high time I joined the train and contributed my own quota, lest it will be late.

The Main Issues Involved in Iranians Annotated Bibliography

The Main Issues Involved in Iranians - Annotated Bibliography Example This research will begin with the review of â€Å"Irangeles: Iranians in Los Angeles† written by Ron Kelley, Jonathan Friedlander, and Anita Colby. The researcher states that in a novel format, this work is a combination of essays, interviews, and photographs of the Iranian immigrants in Southern California. According to the research findings, the work shows how Iranian women in the U.S try to adopt the Western culture and to deny their Iranian roots. This work  helps in explaining the general tendency among the Iranian women writers after the revolution to present themselves as liberal, freedom-loving, and democratic human beings who have nothing to do with terrorism and extremism. The present research has identified that Nesta Ramazani is another female contemporary of Satrapi. With an Iranian father and English mother, Nesta narrates her life in Iran before and after the revolution. This paper illustrates that the writer faces a lot of pressure in the fundamental Iranian society, and manages to struggle through with luck and hard work.   The work shows how Iranian, Islamic, and Western cultures collide, mingle, and influence the lives of people in Iran. The autobiography by Nesta is used in two ways. Firstly, it helps understand the influence of fundamentalism on Iranian people, and secondly, it helps explore the general tendency among Iranian women writers to show adherence to the West.  

Writing assignment Article Example | Topics and Well Written Essays - 250 words - 4

Writing assignment - Article Example Although the betterment of the students undergoing through the programme can be observed, it will not be attributed to the programme alone as other factors can contribute to the exemplary performance. Students will gain advantage through the knowledge gained at high school while narrowing achievement gap will be through the creation of equity between students with different capabilities. Students’ high school experiences will be enriched through providing the students with a chance to enjoy academic programmes, enabling them to study with intensity, depth and better perspective (Challenge Success, 2013). The programme will be an indicator of quality in education thereby assessing the capacity of making schools better. The programme provides students with a myriad of opportunities while enabling them to take challenging courses in college. The impacts on the programme on the schools and students however, are difficult to substantiate. In seeking to gain maximum benefits from the programme, students should consider understanding their reasons for enrolling into the programme, by consideration of all elements involved. Educators on the other hand must consider the level of involvement which they would like from the programme, before implementing it into their institutions. This can be achieved through a discussion with the various stakeholders of the programme (Challenge Success, 2013). Challenge Success. (2013). The Advanced Placement Program: Living Up To Its Promise? Challenge Success. Retrieved March 24, 2015, from

Personal statement Outline Example | Topics and Well Written Essays - 250 words

Personal statement - Outline Example For this undoubted reason, I considered it ideal to apply for the program in your institution. I am fully informed of the outstanding reputation of your institution. My certain interest has been intensified by positive encouragement and recommendation from some of your alumnae, who among other credits cite your outstanding quality of education, which attracts many people. Apart from coming from an oil producing country, my enthusiastic interest in the field of law is driven by my principle of adherence to the rule of law and justice. Being one of the top producers of oil in the developing countries category, my country still lags behind in many aspects of development. I believe that achieving my master’s degree in oil and gas law will offer me a suitable opportunity to assist my country deal with intrigues that face the oil industry. Therefore, it is true to argue that your program will not only help me acquire the knowledge in oil and gas law, but also equip me with the necessary skills that will help me serve the

The Truth About Charlie (2002) Movie Review Example | Topics and Well Written Essays - 250 words

The Truth About Charlie (2002) - Movie Review Example What was more disturbing to her is the discovery of the idea that her husband had several identities, which made it more difficult to find out what had happened to her husband while she was away. She found several passports that belonged to her husband but with different identities. There was also missing $6 million. The police seemed convinced that Regina was involved in her husband’s murder but she was later notified that Charlie was a secret agent and was involved in many shady operations involving some dangerous people including Lola Jansco and Emil Zadapec. These individuals followed Regina to Paris believing that she knew where Charlie hid the money. This leads to the change in Regina’s life as it changes for the worse becoming dangerous. Joshua, an American that Regina met while she was at her vacation also arrived in Paris and seemed determined to help her solve the mystery. The editing of the film was done very well and the music has been integrated well in the film. The music can be said to be intense and varying but analytical. The sound effects offered all the information required according to different scenes and determined the

The Solvay process for sodium carbonate Research Paper

The Solvay process for sodium carbonate - Research Paper Example n) whereby sodium bicarbonate NaHCO3 precipitates and converts to sodium carbonate (Na2CO3) while both carbon dioxide (CO2) and water (H2O) are liberated as gases. This paper critically investigates the thermodynamics of final reaction of the Solvay process (calcination step) during the industrial production of sodium carbonate. The thermal decomposition of sodium bicarbonate NaHCO3 (commonly known as calcination reaction) normally involves heating Sodium hydrogen carbonate to temperatures above 80Â °C. Although the calcinations reaction normally takes place at temperatures of or above the thermal decomposition of the reactant, it occurs below the melting point of the product material. Calcination is the last step in the production of soda ash. The process begins with an aqueous solution of sodium chloride which is introduced into ammonia followed by carbonization. The ammonium carbonate produced (NH4HCO3) then reacts with NaCl to produce Sodium carbonate (NaHCO3) and ammonium chloride (NH4Cl). The result is heated to release carbon dioxide (CO2) which is the recycled. The calcinations process as mentioned before receives NaHCO3 and produce Na2CO3 carbon dioxide and water (Barner & Scheuerman, 2012).The bicarbonate then undergoes a dehydration reaction in which it gradually breaks down into sodium carbonate, water and carbon dioxide as shown below: The decomposition of NaHCO3 depends on a number of factors. The pressures at which the carbon dioxide and water are taken back play a big role. It has been reported that the decomposition occurs at 270oC on the higher side and as low as 38oC in one research. The decomposition is crucial in pore formation of sodium carbonate. In most researches the decomposition temperature was set between 121oC and 149oC for optimized conditions. The largest specific area was reported to occur between the temperatures of 204oC and 316oC in a draft oven. The activation energy is higher than 3kcal/mole in diffusion controlled processes

Is Censorship Good or Bad for the Society Outline

Is Censorship Good or Bad for the Society - Outline Example The author of the paper states that censorship is both beneficial and disadvantageous but it should be applied for certain reasons and should be avoided for others. Several laws in the media industry have been created regarding the issue of censorship and the need for such laws has been highly demanded. On the other hand, those not in the favor of censorship state that censorship has no importance and complete viewership should be accepted by law and media. The debate regarding the question of whether censorship is good or bad for the interest of the public is viewed from several angles. Those who oppose censorship state that it violates constitutional rights.  The coalition further stated that a society that is based on pluralist grounds can never agree on any issue and will have a difference of opinion and this difference of opinion is necessary to achieve creativity and growth that is intellectual in nature. This means that the coalition believes that one of the most important r ights that an individual has is the freedom of communication and it is necessary to develop a healthy democracy. One of the concerns related to the infringing of the right to freedom of speech is that it will result in a chilling effect. The chilling effect is defined as a discouragement of conducting a completely lawful act due to fear of punishment (Margolis 103). Julie Hilden states that reactions that resulted due to the exposure and scandal of Janet Jackson allow the Congress to pass laws and regulations that are not necessary for the society (as cited in Tavani, 296). She even stated that censorship was assumed to be necessary by the Congress even if it infringes upon the right of freedom of speech and she even figured out that Congress is blaming - and imposing laws of censorship on - those parties that were not even directly or indirectly involved in the scandal. Powell has stated that he had no problems in applying liability and holding broadcasters responsible even if they were not the perpetrators of the crime (Minkin 123). Those who are in favor of censorship state that Constitution can be differently interpreted depending upon the case being argued. They even state that interpretation of freedom of speech under the First Amendment is not as easy to understand as it might seem.  

Project managment Essay Example | Topics and Well Written Essays - 1000 words

Project managment - Essay Example The processes of formulation, implementation and evaluation form the three key stages that define strategic management process. Activities that are involved in the formulation process include the setting up of firm’s vision and mission, and performing an environmental scan in order to identify the external opportunities and strengths. As regards the process of implementation, activities that are involved include budget preparations, developing a strategy-supportive culture and creating the right organizational culture. The evaluation stage involves measuring and evaluating performance in order to determine the viability of the project. With the ever-changing environmental factors, change is inevitable for any strategy developed. As such, a review of internal and external factors is always necessary as well as taking corrective actions. How project management in integrated into strategic management process Given the high level of importance that has been attached to strategic m anagement process, necessary tools have to be put in place to ensure the success of this process. According to (Macmillan & Tampoe, 2001), turning strategy into reality is not an easy thing. It requires constant investment in management resources. This is where project management comes in. ... It also involves identifying performance management goals and developing a management plan. On the project management side, planning involves stakeholders agreeing to project objectives, scope and plans for carrying out the project which has been formally funded and resourced. The other process that integrates project management into strategic management process is the monitoring process. This process measures and assesses the project performance in order to respond to variances and risks (Macmillan & Tampoe, 2001). This is possible if performance measures have been identified and selected and measurement scorecards developed. Under this process, a re-verification of critical success factors is done as well as re-planning of the project. This may include changes in resource allocation or the scheduling of events and activities. The result of this may be changes in the strategies and objectives of the organization which requires performance reporting. Performance reporting falls on th e performance management side and it involves developing of a communications plan and communicating performance results to stakeholders. How organizational culture influences the selection of a project management structure Culture incorporates beliefs, behaviors, and assumptions shared by individuals within an organization (Hill & Jones, 2012). In trying to explain how organizational culture influences the selection of a project management structure, various factors have to be considered. They include whether or not decision-making is done in command and control environments or by self-directed teams, how functional units work with each other and many other factors. How functional units work with each other

The interpretation that Lenin was a dictator Essay Example for Free

The interpretation that Lenin was a dictator Essay Historians such as Pipes and Volkogonov have made the interpretation that Lenin was a dictator. As he adopted policies such as War Communism and the establishment of the Cheka. However their historical accounts can be challenged, due to their personal opinions. Other historians, such as Hill, believe that Lenin was not a dictator, as his policies were imposed on him by the Russian circumstances. Thus Lenin was not a dictator, as he was merely responding to the harsh Russian circumstances and was able to adopt flexible policies such as NEP. Lenin has been seen as a dictator through his centralisation of the state by 1924. This is because a centralised one-party dictatorship governed Soviet Russia. The Politburo became the Bolshevik organisation, which dominated government institutions and the main decision-making. Also Lenins decision to form an entirely new body of government, the Sovnakom, while the Soviet existed and should have been made as the main body of government, showed that Lenin had no intention of sharing power with other socialist groups in the Soviet. The Sovnakom ruled by decree without going to the Soviet for approval. Thus the centralisation of the state in Russia can be seen as dictatorial as it limited the political influence of other political groups, while it strengthened the authority of the Bolshevik, through the establishment of Sovnakom, which Lenin chaired. Pipes is one of the Historians who believe that the centralisation of power had allowed Lenin to create a one-party dictatorship1, as Lenins party was a precursor of a new type of political organisation that would be emulated before long by mass-based dictators2. Thus this historian is suggesting that Lenin creation of the Sovnakom, allowed his party to rule Russia through dictatorial means. This opinion is to an extent true, as the creation of the Sovnakom showed that the main decision making was taken by the Bolshevik centre with little account taken of other political viewpoints. However, Pipes historical account can not be held reliable, mainly for his personal views on Lenin and Communism, and also on the fact that there were circumstances outside Lenins control that forced him to use the Sovnakom rather than working effectively with the Central Executive Committee, such as the Civil War. The Politburo is also seen as a dictatorial institution that allowed Lenin to extend his dictatorship. The Politburo was the leading decision-making body of the Communist Party; it increasingly took power from the Sovnakom as the key decisions were made in the Politburo. Furthermore the Politburo consisted of members chosen by the Central Committee. Volkogonov explains that there was never a debate about it power3; this he believes was achieved as State power has been handed over to the so-called Party organ which was in fact the main instrument of the Bolshevik dictatorship4. This historian is suggesting that through the Politburo the Bolsheviks were able to rule Russia in a form of dictatorship, this is because they had the means of control and could pass decrees without considering other political viewpoints. The view that Lenin was a dictator because of the way he controlled political power could be challenged some historians belief that the creation of both the Sovnakom and the Politburo was a necessary measure, imposed on Lenin due to the circumstances created by the Civil War. It seems unlikely that Lenin would have moved so quickly towards a highly centralised state had it not been for the Civil War, which created the economic chaos in which the country found it self in 1918. The nature of the Civil War meant that there was little time to carry out consultation with the Soviet and other bodies. Emergency decisions needed to be taken quickly, thus decision making become more centralised. This view is supported by the fact that, in Nizhniy-Novgorod, the local Mafia of black marketers who defied Moscow controlled everything. So it is understandable the regime should have used the party structure to gain more centralised control of government bodies and bring some sort of order to the chaos. Therefore the actions of Lenin were pragmatic responses to the problems the Civil War forced on him, and they were not dictatorial, as Lenin had no choice. Overall, the centralisation of power does not suggest that Lenin was a dictator, this is because it was a pragmatic response to the chaos created by the Civil War, and also Lenin had lost control over the Politburo due to his ill health, towards the end of his time in power the Politburo is regarded to have become increasingly dictatorial. Thus the actions taken by the Politburo were not Lenins responsibility, they were the responsibility of Bolshevik party itself. Therefore Lenin cannot be seen as a dictator. Historians have interpreted Lenin as a dictator due his use of Red Terror. It was introduced after the attempt on Lenins life on 30 August 1918. The Red Terror is seen as a dictatorial action as it was the use of force to establish more political control over the Russian society. Thus Red Terror was used against any political opposition, which seems dictatorial. Pipes who views the Red Terror, as evidence that Lenin was a dictator, believes that Red Terror was not a reluctant response to the actions of others but a prophylactic measure designed to nip in the bud any though of resistance to the dictatorship5, thus this historian supports the idea that the Red Terror was used to form a dictatorship, as it restricted political freedom in Russia. This is because the Red Terror was aimed at former officials, landlords and priests who were executed. Any opposition to the Bolshevik Party authorities was dealt with by violence. Peasants who resisted the requisitioning of their crops or who hoarded grain were often shot at. Industrial unrest was similarly crushed. Therefore the Bolshevik regime was aware of the fact that there may be some opposition to the regime from, hence the regime chose to use the Red Terror in order to deal with any possible opposition. Thus some historians see this as a dictatorial action. Volkogonov also views the Red Terror as a cling to power at any cost6. He believes that Lenin wanted to stay in power at the cost of the Russian lives that may oppose him, thus Lenin chose to end this opposition either with physical terror, shooting, or through the use of concentration camps. Another aspect of the terror, which leads many historians of accusing Lenin as a dictator is the formation of the CHEKA7. This became the state institution8 to deal with any form of opposition to the regime. Historians believe that Lenin can be seen as dictatorial as he chose to deal with the opposition by terrorist means, and that he felt no qualms in resorting to merciless terror.9 Pipes believes that Lenin is a dictator as he planned to use terror before there had been any organised opposition against him. He explains that the CHEKA, or secret police, the main agency of the Red Terror was established in December 1917, before there was any organised resistance to the new regime.10, thus this shows that the CHEKA was only used to maintain the power of the Bolshevik regime and to protect Lenins authority. This view is supported by Volkogonov who believes that in order for Lenin to protect his authority he needed only one device, merciless dictatorship11. This historian is clearly stating that Lenins use of terror was a merciless dictatorship aimed at protecting his regime from any opponents. For example in August 1918 Lenin ordered ruthless measures against rich peasants who were resisting the regime and in particular its requisitioning of food. Therefore the CHEKA can be seen by historians such as Pipes and Volkogonov as a clear evidence of the dictatorship of Lenin. This is because the CHEKA and the Red Terror helped Lenin to establish more control over opposition in Russia. However, the account of these two historians can be challenged, as Pipes is an anti-Marxist and despises Lenin, while Volkogonov is an ex-general in the Russian army and does not approve of Soviet policies, therefore both historians hold biased views and. In addition to their historical opinions there are histor ical facts suggesting their argument is wrong. The interpretation that Lenin used terror simply as a means of enforcing his policies and establishing control has been questioned by other historians who see the policy of the Red Terror as a temporary measure forced on Lenin due to the circumstances; they also believe the terror was not used entirely by Lenin, Red Terror was rather a response to terror he faced. Lavers opinion on the Red Terror is that Terror met Terror12. Here he is referring to the Civil War, in which the Whites were using terror as well. During the Civil War, Baron Wrangel, a White leader in the Crimea ordered the execution of 300 prisoners of war, while the Green leader Antonov allowed his army of peasants to bury alive captured communist. Thus this historian is suggesting that Lenin only seemed to respond to the situations he was in, and had no intention of controlling political opposition. Lenin was not the only one using terror, there were other political organisations that did use terror. Hence he was in a situation in which he had to use terror as a response. Other historians also believe that Lenin was in a threat from the first moment he come into power, thus he needed to use terror in order to protect his authority. This view is supported by Liebman, who believes that Lenins motive- to defend the soviet power against the attacks of counter revolutionaries13, led him to use terror as he was facing opposition from 1917. This is proven by the fact that the opposition to Lenin came both from within Russia and from outside Russia. On 10 November 1917 the Morning Post in London called for direct military action against the Bolsheviks, also as the Bolsheviks seized power in October 1917 Kerensky and General Krasnov attempted to rally an army onto Petrograd in November 1917. This therefore shows that Lenin faced opposition and a terror threat from the first moment he came to power, thus he merely responded to this terror. Overall, Lenin used the Red Terror as a response to the terror that already existed in Russia when he had come to power. Lenin established the Red Terror after he had faced threats from both within Russia and from foreign intervention, thus Lenin cannot be seen as a dictator. This is because Lenin did not establish terror for personal interest and to control all political opposition, he established the terror in order to deal with terrorist opposition in the same way any regime would. The use of the CHEKA is also viewed by Service as a temporary measure, he believes that Lenin believed that the need for such an organisation would be only temporaryLenin did not at this stage call for a campaign of extensive mass terror14. This view is right, as Lenin saw the CHEKA as a temporary measure to protect the Bolshevik regime during its infancy to ensure its survival. Furthermore, the CHEKA was temporary, as during the Civil War the role of the CHEKA had declined. Overall, both the Red Terror and the CHEKA were a temporary response to the circumstances and a necessary body to contain the counter-revolution threat facing the Bolsheviks. Furthermore any regime that is newly established into a nation needs to protect itself from terrorist opposition. Thus Lenin cannot be seen as a dictator because he established a temporary measure as a response to the Russian circumstances. One of the reasons why Lenin is accused of being a dictator is the policy of War Communism. War Communism was a decree introduced by Lenin, it established strong centralised control over areas of production and distribution in the areas under Bolshevik control. War Communism can be seen as dictatorial policy as it reduced workers involvement in factories: Factory Committees lost the ability to manage their work places. Instead party officials took over this role which led to Bolshevik control over the economy. It also included the requisition of grain from peasants in rural areas by force; this caused unrest to increase as a result Lenin was forced to back his measures with the terror of the CHEKA. The view that War Communism is dictatorial is expressed by Volkogonov who believes that War Communism was a harsh regulation, as there was an acute food shortage in 1920 and a famine in 1921, in which 10 million Russians died. Volkogonov also believes that the dominance of the state over society which Lenin approvedensured the adoption of War Communism15. Volkogonov expresses a view in which Lenin appears to have approved of complete control over all aspect of society, and it was his attitude towards the government of Russia that led the way for War Communism. Thus Volkogonov is stating that Lenin is a dictator because of the policies that he introduced to Russia. However, knowing that Volkogonov was an ex-general in the Russian army, and had to leave due to his political views of the communist regime, his views cannot be seen as reasonable due to his biased and anti-Leninist feelings. The interpretation that War Communism was dictatorial is also questionable because, to an extent, the control of War Communism was needed, as most factory committees were not professional and experienced enough to control production for the Civil War, nor did they have the ability to organise the supplies for the cities and Red Army. It can therefore also be argued that Lenin was not a dictator, for example Hill argues, that Lenins choices to introduce War Communism were caused by temporary desperate necessities16. This suggests that Lenins actions were not of a dictatorial intention and that Lenins adaptation of War Communism was a mere response to the harsh economic problems. Although Hill is a biased historian, as he was a Marxist and sympathetic to Lenin, there were harsh conditions, due to the treaty of Brest Litovsk and the Civil War so his interpretation is still credible. The view that War Communism was not dictatorial is also supported by Laver, who believes that War Communism was the response of a regime desperate to feed the towns17. Production in Russia collapsed as the transport of goods and raw materials was totally disrupted by the Civil War; the allies blockaded communist territory, mainly Petrograd, and prevented it receiving foreign trade. This led to the population of Moscow and Petrograd being halved; of the 2.6 million workers in 1917 only 1.2 million was left working in 192018. Thus there was a need of an economy that was temporarily controlled by the state in order to ensure that cities were provided with food from the countryside and that production continued during the Civil War. Most importantly it can not be overlooked that War Communism was only a temporary measure. As soon as the Civil War come to an end War Communism was replaced by the New Economic Policy; which granted workers more than the freedom they had before the Civil War, and the peasants a freedom which they had never had. Laver, who holds a neutral view of both Lenin and communist revolution, believes that War Communism was a response to the Russian problems. He states that the policies were brought in piecemeal in response to the critical circumstances which prevailed in Russia19. Therefore this view also supports the argument that the economic problems led Lenin to adopt the policies of War Communism. Service also believes that The onset of Civil War had intervened and necessitated emergency measures that he now referred to as War Communism'20, therefore the view of Service, who is a neutral historian, supports the view of both Hill and Laver that Lenin was led to adopt the policies of War Communism due to the Civil War. Overall, Lenin cannot be easily accused of being a dictator as he adopted the policy of War Communism. This policy involved emergency measures that were imposed on Lenin as production fell and the Civil War started, Lenin had no intention of using the economy to establish personal power as he was willing to grant back political freedom as soon as the Civil War was over. The New Economic Policy (NEP) could be seen by some historians as one of the policies that proves Lenin was a dictator. They suggest that Lenin was desperate to keep power therefore he introduced NEP which only gave limited economic freedom and introduced political restraints to ensure that no power was lost. Historians such as Pipes question Lenins motives for introducing NEP, they dont believe that it was done to grant freedom but in order to maintain power. Pipes claims that NEP was a temporary measure only introduced as a period of relaxed tension so that a fresh offensive would be launched to exterminate the bourgeois for good21. Pipes view is to an extent is right, as the introduction of NEP was accompanied by strict measures of political control such as a final ban on all political parties other than the Bolsheviks. This suggests that Lenin was not willing to compromise his power, and he kept control of the commanding heights of the economy, thus had no real intention of granting the freedom that NEP seemed to promise. Pipes also suggest that for the Bolsheviks the grain monopoly was essential to the survival of communist dictatorship22, and that the Bolsheviks needed to regain the peasants loyalty in order to establish their dictatorship. However this interpretation is questionable as the Bolsheviks intended to regain the loyalty of the peasantry for a better agriculture that would help to develop a better industry. Pipes view is biased, as he holds an anti-Lenin felling. Pipes served as President Reagans national security advisor on soviet affairs during 1981-82; thus he holds a very negative opinion towards Communism and Lenin in particular. Pipes view is therefore questionable. The introducation of NEP was after War Communism, this shows that Lenin was willing to grant freedom. This, ascertains that Lenin was in fact far from being a dictator as he granted the peasantry a freedom that they never had before and he allowed the agriculture and trade to develop in private hands. Services view that NEP allowed greater legal freedom for the peasantry to trade grain than had previously been available to them23, is a more of a convincing view, as NEP allowed the peasants to trade the remainder of the grain anyway they wished. Thus the freedom that has been granted to the peasants proves that Lenin had no intention of acting as a dictator. NEP is therefore evidence that Lenin is not a dictator. It showed flexibility and the ability to compromise on ideology, which is not often related to dictators. Furthermore, NEP was able to restore confidence in Russians, workers and farmers returned to their work, which did help the economy. Overall, the NEP is another reason why Lenin cannot be seen as a dictator. This is because Lenin was able to see the errors that had been caused by War Communism and offer an alternative that did not agree with his ideology. NEP therefore proves that Lenin is far from being a dictator as it helped to improve the Russian economy and it replaced a temporary policy, which was not suitable for Russia after the Civil War. Overall, Lenin was not a dictator as he had no intention of being so, Lenin merely responded to the circumstance that faced him, although these responses may seem unsuitable Lenin did retreat from some of them, such as the move from War Communism to the New Economic Policy after the Civil War. Thus Lenin cannot be seen as a dictator. 1 R.Pipes- The Russian Revolution page 506 2 R.Pipes- The Three Whys of The Russian Revolution page 38 3 D.Volkogonov-Lenin Life and Legacy page 306 4 D.Volkogonov-Lenin Life and Legacy page 307 5 6 D.Volkogonov- Lenin Life and Legacy page 237 7 The Extra-ordinary Commission for Combating Counter-Revolution and Sabotage was founded in December 1917. 8 D.Volkogonov- Lenine Life and Legacy page 236 9 R.Pipes- Three Whys Of The Russian Revolution page 41 10 R.Pipes- Three Whys Of The Russian Revolution page 41 11 D.Volkogonov- Lenin Life and Legacy page 472 12 J.Laver- Lenin Liberator or Oppressor page 62 13 M. Liebman- Leninism Under Lenin page 315 14 R.Service- Lenin a Biography page 322. 15 D.Volkogonov- Lenin Life and Legacy- page 334. 16 C.Hill- Lenin and the Russian Revolution- page 133. 17 J.Laver- Lenin Liberator or Oppressor- page70. 18 P.Oxley- Russia from Tsars to Commissars- page 128. 19 J.Laver- Lenin Liberator or Oppressor- page70. 20 R.Service- Lenin a Biography- page 430. 21 R.Pipes- The Russian Revolution- page 22 R.Pipes- The Russian Revolution- page 23 R.Service-Lenin a Biography- page

Diversity and Education According Essay Example for Free

Diversity and Education According Essay America’s student populations are increasingly reflective of an ethnically diverse society. However, we recognize that there are several major variables for improving the multicultural accommodation apparent in a school. Bruner and Vytgotsky lend this discussion some useful insight concerning such variables. Chief among them, the diversity of faculty, of learning content and of learning media all are directly relevant to the school’s embrace of difference. As the immigrant population continues not only to rise but to diversify in the United States, our educational system, and indeed, our nation has in many contexts attempted to enforce a degree of cultural uniformity inclined to either assimilate or exclude incoming cultures. Standardized testing, rigid curriculum design and poor representation amongst teachers and administrators of a diverse student population have all had the impact of white-washing American education. In the urban setting such as the case at hand, this can be especially problematic, with such failures of institution causing vulnerable students to disengage. Vytgotsky contributes an important idea to this discussion, referring us to the relevance of effective pedagogy in engaging such students. One of the best ways to accomplish this is through group activity. We have a core understanding of the fact that diversity implies not just a diversity of ethnicity or culture but also of potential learning styles or strategy. Vytgotsky offers an effective way to use this diversity to the advantage of the classroom. Group activity is always an effective way to help distill strategies and strengths for individuals. By strategically grouping students according to aptitude and academic strength, we enable stronger learners to directly engage weaker learners in a way that helps to effectively communicate concepts and ideas in play. Vytgotsky essentially contends that there is value to the less effective student of being partnered with a more skilled learner. This interaction can be beneficial to the aptitude of the former and can help the latter develop innate leadership skills. The focus of such legislation as No Child Left Behind does not leave a great deal of freedom or latitude for the urban school to engage in such activities however. There seems at present to be an impulse of standardization directly opposite the need for diversity celebration. Some of the root causes of the failure of our educational system to accommodate diversity as it cuts across multiple demographic lines are resultant of the instruments used to promote student aptitude measurements. (McCarty, 1) Primarily, the ability or interest of teachers to accommodate diversity is stunted by the entrenched presence of institutional prejudices that shape testing standards, curricular design and instructional method in a way that embraces standardization, legislative mandate and procedural uniformity. (McCarty, 1) One of the most heavily-recognized and persistent of such conflicts may be observed still today in the genuine lack of equality in the cultural standards applied to teaching African Americans. Particularly, there is a fundamental failure in the content choices which shape curricula such as those concerning literacy, history, policy and even the natural As part of a cyclical pattern which institutionally prevents our minority populations from being loosed of such a negative spiral, students beholden thereto are either locked into curricula which are given a financial short-shrift and are thus, armed with fewer qualified teachers, or are committed to districts where their cultural and ethnic perspectives are not being accounted for. This is a circumstance which regrettably continues today, with the current presidential administration’s No Child Left Behind initiative imposing further dependence upon the diagnostic testing and grade-evaluation policies which have long been an appendage of established educational patterns. The new education standards are given over to a â€Å"fundamentally punitive law that uses flawed standardized tests to label schools as failures and punish them with counterproductive sanctions. † (Neill, 1) This is also a sharp diversion in focus from that which Bruner argues is a priority for the diverse student bodies in our urban schools. The social impact of the educational experience is, according to Bruner, a fundamental aspect of its quality. The student’s engagement in class will often be a function of his socialization. This provides a firm rationale for the critique of diversity standards in our educational system. Indeed, there is an inherent danger by way of this administrative approach of the loss of pragmatism, which often incorrectly attributes the challenges related to diversity as products of learning deficiencies. This constitutes a fundamental disservice to the student and, it is worth asserting, basic intellectual prejudice which generally stigmatizing the future opportunities availed to those of ethnic minority or immigrant status. In Bruner’s understanding, the socialization of a diverse student body will actually promote learning rather than obstruct it. Therefore, as the ultimate resolution on the subject, our discussion inclines us to acknowledge as a basis of assumption that greater multicultural sensitivity is needed in the teaching of literacy, of the social sciences and of all disciplines on the individual level. Moreover, we resolve that both Bruner and Vytgotsky would find fault with the rigid and disruptive patterns of No Child Left Behind. Ultimately, the two provide theories which merge to suggest that diversity can be managed through flexible management of the classroom and educational experiences. Works Cited McCarty, Teresa. (2005). Language, Literacy and Power In Schooling. Lawrence Erlbaum Associates. Neill, Monty. (2003). Don’t Mourn, Organize! Rethinking Schools. Online at http://www. rethinkingschools. org/special_reports/bushplan/nclb181. shtml

Soft Systems Methodology Analysis Construction Essay

Soft Systems Methodology Analysis Construction Essay This essay investigates Soft Systems Methodology, which is a way of dealing with problem situations in which there is a high social, political and human activity component. SSM varies from other methodologies as it does not deal with the HARD problems that are more technically oriented but instead it deals with SOFT problems. Organizations are making large investments in construction projects. Many factors affect the successful achievement of projects, and to be considered successful, project objectives and specifications must be achieved on time and on budget, also projects should meet Stakeholders expectations and realize measurable benefits. But construction projects are often difficult to estimate and manage; some projects are cancelled or reduced in scope because of overruns in cost and or time, or failure to produce expected benefits. That what makes risk management for construction projects a challenging task. FIGURE 1 SOFT SYSTEM METHODOLOGY: Soft System Methodology is the brainwave of  Professor Peter Checkland. The methodology was devised as a result of consultancy work (Platt, 1995).  Hutchings (2006) explains this development as an approach which can be accessed in the situation where Hard System Methodologies are fruitless. He writes,   When confronted with complex real world problems which cannot be defined solely in the scientific terms, Checkland was forced to abandon the classic system engineering thinking which could not describe fully the situation he faces. This led to a fundamental reappraisal of the classics hard approach and the subsequent development of the Soft Methodology. Hence, SSM is classified as a generic methodology (Wilson, 1992) which should be adapted to any given situation. It deals with fuzzy problem situations situations where people are viewed not as passive objects, but as active subjects, where objectives are unclear or where multiple objectives may exist (Rosenhead, 1989). This is explained as human activity system (HAS)   a collection of activities, in which people are purposefully engaged, and the relationships between the activities (Platt, 1995).  Hence SSM is a qualitative technique that can be used for applying System Thinking to non-systematic situations. It follows its progression in seven stages as laid down by Checkland in seven stage model which  is considered by most people to be  the  SSM (Platt, 1995). The seven stages are incorporated into two parts: the real world and systems thinking, as illustrated  in Figure 2. The diagram is divided into two halves. The upper half (Stages 1, 2, 5, 6, 7) are activities th at take place in the real world that is they are based on the knowledge and experience of the participant of how things are to them (Beckford 1998) and therefore should involve people in the problem situation. The bottom half (Stages 3,4,4a,4b) are systems thinking activities which are carried out in the language of systems and may or may not involve people in the problem situation, depending on the circumstances of study  (Johnson, 1999).   FIGURE 2: LEARNING CYCLE OF SSM Effective Risk Management: Project risk management consists of two stages: Risk Assessment, and Risk Control. Risk Assessment is an iterative process; it can take place at any stage and during any time of the project lifecycle, though the sooner the better. Risk Control cannot be effective without a previous risk assessment. TYPES OF RISKS IN CONSTRUCTION: Risk in the design (Flanagan, Norman):   The design risk includes:   Errors in the drawing and design by the architects, structural engineer,   Risk of finishing the drawing in the agreed time, Risk due to number of revisions made in the drawings,  Risk due to the mistake in estimation and costing. Risk arising by the contractor:   Risk occurring due to the in experience of the contractor in doing the kind of project, Risk occurring due to the lack of coordination with the sub contractors and the suppliers which results in delay of the work, Risk due to the manpower mismanagement and also due to the issues regarding claims, disputes, Risk due to the delay in payment of bill to the contractor by the client. Risk arising by the client:   Risk due to not giving insufficient information on the clients needs to the contractor,  Risk due to delay in making important decision, Risk due to the wrong selection of procurement route to construction of the building,  Risk of delay due to changes in the architectural drawing and the design calculations,. Risk arising in the site:   Risk due to improper soil investigation in the site which results in problems like water logging, Risk due to problem with the transportation facility to the site which delays in the delivery of the materials to the site. Other miscellaneous risks: Risk in delay of the project due to the delay in the approval from the local authorities, Risk due to some political interferences,  Risk due to the problems raised by the neighbourhood property owners,  Risk due to the existence of previous building in the site. FIGURE 4: RISK IN CONSTRUCTION MANAGEMENT The Role of Each Stake Holder Involved: The stake holders involved in the Risk management study (Lambeck, Eschemuller) are: Risk Manager:   He is the head of the risk management study. He initiates the meeting with the client and submits the risk management report to the client. The risk manager will prepare a risk management evaluation report to submit to the client. Architect:   Architect works on the design of the building based on the requirements given by the client.   He is responsible for the design and he has to make sure that the design is proper and the risk of changes in the drawing is minimal. Structural Engineer:   The structural Engineer proves the structural design of the project. He is responsible for the structural stability and the safety of the building. He can change the architect drawing if there is no structural feasibility in the design. Project Manager:   The Project Manager is the main representative from the client side who is responsible for the whole construction work. He calculates the time limit to finish the project and also looks in to the quality considerations. He coordinates the construction team and make sure that the potential of risk is minimum. Quantity Surveyor: The quantity Surveyor is a main part and works on the cost aspect of the project. He will be responsible for selecting and delivering different materials for the construction. The estimates proposed by the QS will be very competitive. Client: The client is the owner of the project. The client will be providing his requirements to the project team. There fore his satisfaction with each of the proposals is very important. Service Engineer:   The service engineer is responsible for the risk involved in the service provided in the building such as electrical, plumbing, air conditioning etc. The Information Client will need to provide to the Workshop Participants before Each Study:   The client provides the requirements he expects from the study to the stake Holders such as Architect, Structural Engineer and Quantity Surveyor etc. the information client has to provide are: The aim and the objective of the project: Quality expectations: Quality is an important factor and has to be considered for the project. All the materials used for the project should be of high quality and proper checking has to be done by the project manager. Allocated budget: The budget allotted for the project has to be clearly defined. This will help in calculating the coast control techniques. The whole life cycle cost of the project and the cost certainties also has to be evaluated. There fore a detailed risk management study has to be carried out during the pre defining stage. Time limit: The time limit to complete the project has to be finalised and should be finished in the calculated time since it adversely affect the project budget. There fore the time required for the design and the execution of the project has to be calculated. The list of machineries going to be installed in the project: It is needed to fix the electrical connection. The risk manager should be provided with the plans of future expansion if there is any. Site Details: The site consideration such as the size and shape of the site and the area in which the site is situated has to meet the project objective. Hard and Soft Systems: Hard systems thinking are goal-directed as the particular study begins with the definition of the desirable goal to be achieved. It is essentially concerned with the question of how to achieve a predetermined aim. Soft is concerned with defining the options for improvement thus addressing the what to do question. It is also committed to the examination of human activity, which is the other soft part of the equation, in hard systems thinking a goal is assumed. The overall purpose of the methods used by the analyst is to modify the system in some way so that this goal is achieved in the most efficient manner. Whereas hard systems thinking is concerned with the how of the problem, in soft systems thinking, the objectives of the systems are assumed to be more complex than a simple goal that can be achieved and measured. Every system can be said to have a set of purposes or missions rather than goals. Understanding of soft systems can be achieved through debate with the actors in the sys tems. Emphasis is placed on the what as well as the how of the system. Conclusion: To deliver successful construction projects that meet the three deliverables (budget, time, and customer satisfaction), project managers should spend time assessing and managing risk, and allocating contingency and management reserves, so that any risk that arises will be mitigated, following risk assessment and planning. Without maintaining a contingency reserve, the project manager is forced to go back for additional time or dollars for every risk as it becomes a problem. Also to attain successful projects, the project managers have to follow a soft system methodology to ensure that the project starts with a chance of achievement.   BIBLIOGRAPHY: Michael. F. Dallas (2006)-   Value and Risk Management- A guide to best practise N.J. Smith, Managing risks in construction projects Beckford, J. (1998),  Quality: A Critical Introduction,  Oxford: Routledge Hutchings, J. (2006),  A Soft System Framework for the Conservation Management of Material Cultural Heritage  in Alan, D. (2008) Managerial Problem Solving,  Newport:  University  of  WALES Johnson, A. (1999),  Using Soft Systems Methodology in the Analysis of Public Involvement in EIA Platt, A. and Warwick, S. (1995),  Review of Soft System Methodologies, Journal: Industrial Management Data Systems, Vol 95, No. 4, Page 19-21 Checkland, P. (1981),  Systems Thinking, Systems Practice, Wiley:  Chichester Reason, P. and Bradbury, H. (2001)  Handbook of Action Research: Participative Inquiry and Practice,  London: Sage  Ã‚   Rosenhead, J. (1989),  Rational Analysis of a Problematic World, Wiley:  Chichester Wilson, B. (1992),  Systems: Concepts, Methodologies and Applications, Wiley,  Chichester, Roger Flanagan, George Norman: Risk management and construction By Richard Lambeck, John Eschemuller: Urban Construction Project Management Introduction: 1 Soft System Methodology: 1 Effective Risk Management: 3 Types Of Risks In Construction: 4 The Role of Each Stake Holder Involved: 5 Hard and Soft Systems: 7 Conclusion: 8

An Analysisi of Guy de Maupassants the Necklace Essay -- essays rese

Guy de Maupassant's "The Necklace" During the course of Guy de Maupassant's short story "The Necklace," the main character, Matilda Loisel, makes a number of ironic discoveries. In addition, there are other discoveries that the reader makes but Matilda does not. The discovery that forms the story's climax concerns the true nature of the necklace she has borrowed from her friend Mrs. Forestier. But this is perhaps not the most important lesson of this story. As the story opens, Matilda, a young middle-class wife who aspires to join the upper ranks of society, is finally invited to a high-society affair given by her husband's employer. Hoping to impress her guests and thus "fit in", she borrows a beautiful diamond necklace from her friend Madame Forestier. Unfortunately, during the course of the evening, the necklace is lost. Rather than confront her friend directly with the story of her carelessness, she and her husband scrape together every bit of money they can. As de Maupassant explains, "[Mr.] Loisel possessed eighteen thousand franks which his father had left him. He borrowed the rest. He borrowed it, asking for a thousand francs of one, five hundred of another, five louis of this one, and three louis of that one. He gave notes, made ruinous promises, took money of usurers and the whole race of lenders. He compromised his whole existence, in fact, risked his signature without even knowing whether he could make it good or not, and, ha...

The Excess of Men in the Mishnaic Tractate Yoma :: essays research papers

The Excess of Men in the Mishnaic Tractate Yoma   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Aaron shall lay both his hands upon the head of the live goat and confess over it all the iniquities and transgressions of the Israelites, whatever their sins, putting them on the head of the goat; and it shall be sent off to the wilderness through a designated man (Leviticus 16.20).† â€Å"He who set the Azazel-goat free shall wash his clothes and bathe his body in water; after that he may reenter the camp (Leviticus 16.26).† The preceding two quotes were the only mention of any people other than Aaron who were involved in the activities on the Day of Atonement. However, in the mishnaic tractate Yomah the mishnaic authors mention at least 50 other men who participate in the day’s events. It is unclear for this addition. Noticeably the groups of men are broken up into two distinct categories. The high priest is apparently trained, guided, and even observed by a group of elders of the court who eventually deliver him to the elders of the priest hood. The other group, was a group of men who completed many of the chosen High Priest’s simple minded and non exertive tasks. There is no specific name classification given to these men. This may be exemplary of their unimportance in the holy doings of the day. Unlike the need for elders of the court and priest hood, the necessity of these men is a bit unclear. It is unclear in the mishnaic tractate Yoma, as to why the many tasks performed by this nameless group of men could not just have been performed by the High Priest himself as it was by Aaron. The authors of this text write that â€Å"another priest was made ready in his stead lest aught should befall him to render him ineligible †¦ Also another wife was made ready for Page 2 him lest his own wife should die†¦ (Yoma 1:1)† Obviously one of the concerns for extra people in this day’s events is to assure that no matter what happens â€Å"the show must go on.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"They delivered unto him elders from among the elders of the Court, and they read before him out of the [prescribed] rite for the day; and they said to him, ‘My lord High Priest, do thou thyself recite with thine own mouth, lest thou hast forgotten or lest thou hast never learnt’. On the Day of Atonement in the morning they make him to stand at the Eastern Gate and pass before him oxen, rams, and a sheep, that he may gain knowledge and becomes versed in the [Temple-]Service (Yoma 1:3).

The Tragic Downfall of Shakespeares Macbeth :: Macbeth essays

The Tragic Downfall of Macbeth Macbeth, at the beginning of the play, seems to be a very loyal and honorable person. However, his character is changed by the influences of several factors. These factors have an influence on Macbeth, but he is responsible for his own destiny. The influences of the witches' prophecies, the influence of Lady Macbeth, and Macbeth's ambitions, are they key factors that lead to his tragic downfall. The witches (or "weird sisters" as they are often called) are responsible for putting the idea that Macbeth would become king of Scotland in his head, but in the end, it's Macbeth's decision to fall for and make this idea happen. As a result of this idea, Macbeth's curiosity of how he could become king of Scotland comes into play. "One can wonder if Macbeth ever had a chance of doing what was right after he met with the witches." (courseworkhelp) As the play progresses, Macbeth slowly relies more on the witches prophesies. They are clearly evil and deceiving and they slowly lead to the corruption of his character. Macbeth creates his own misery when he is driven by this own sense of guilt. This causes him to become insecure as to the reasons for his actions, which cause him to commit more murders. He would never have thought seriously about killing King Duncan without the witches influence. However it's more realistic to believe that Lady Macbeth, Macbeth's ambitions, and his own responsibilities lead to his downfall, not just the witches. They really never had the power to affect the future of the play. Lady Macbeth is shown early as an ambitious woman who can manipulate Macbeth easily. It is shown in the line "That I may pour my spirits in thine ear" (1.5.26). She manipulates his self-esteem by playing with his manliness and his bravery. When Macbeth is thinking of not following through on his plan to kill King Duncan, Lady Macbeth scorns him when she hears of his change of plans. She becomes successful in altering his ambition and appears to be the dominating individual in the relationship. Lady Macbeth wants Macbeth to be a great and powerful man she loves him and her only ambition is to help him gain the throne.

Strategy and Implementation Summary

Strategy and Implementation Summary Since our company Is the commercial agent for selling different band mike power and mike within deliver goods. Therefore, has focuses on selling the mike power for the family which has a newborn baby and some family which always drink mike every day. Want to deliver the different famous band of mike power and mike around Hong Kong. It hope to save the time of customers for going to buy different mike power and mike in market. Also, some mike powers is not easy to find in Hong Kong. For example, Hole, Optimal, Whacko etc†¦The second strategy focuses on educating the benefits of drinking mikes. Provide the different kinds of mike products such as high calcium, low fat for different customers. For example, elder may drink the mike which has the high calcium for avoiding astronomical. 5. 1 SOOT Analysis Strengths: 1 . The customer of Hong Kong can deliver goods to the customers free at certain time. Delivery is free on orders over $500, or it is c harged for an extra $20, exceptions will be noted In the website of our company. 2. Provide different band of mike power and mike which are not easy to buy In HongKong. For example, Hole, Optimal, Whacko etc†¦ We know that some customers like the band are come from different countries. It is a specific for our company. 3. Have a big freight house for storing a lot of goods. When customers send a order to buy mike power , we will conduct the mike power provider and report the order how many mike power the customer need. Then we will help the customer store the mike power In the freight house before delivery goods. Also, we store some different band mike power in our freight house for avoiding insufficient supplies.Weaknesses 1 . Mike power provider may have the quota for supplying the mike power. Since some mike powers are come from different countries, the mike power may supply the mike powers In their countries firstly. That may let the order from customer cannot request immed iately before the mike power provider have enough mike power. 2. A lot of fresh mikes cannot be store longer time. The period of store of the fresh mikes normally is one month. So f we need to provide some fresh mike from other countries. We may need the refrigerator for store the fresh mike. 1 .Nowadays, the parents are usually buy the mike power from different country, such as, Japan, Unite state, Australia . Also, some brands are not easy to buy in Hong Kong. Therefore it is an opportunities for selling some different brand of mike power. 2. Some families or parents are busy at work. If we can deliver the mike power and mike product to customer house. Also, some parent have the newborn baby who is need more time for taking care are also our focuses customers. It can save the time from customers and then they have a lot of time to take care their baby. Threats

Comprehensive Classroom Behavior Management Plan Essay

The classroom is a dynamic environment wherein nothing is constant except change and the need to continually adapt. This environment affects both students and teachers; students are developing physically, cognitively, and emotionally. Teachers must respond to these changes in the students by adapting the environment, curriculum, instructional style and methods, and classroom management techniques. The process of education and classroom management is therefore one of continual change and reevaluation. The effectively managed classroom is one where a process of planning in several key areas begins before the school year starts. By implementing the management plan developed prior to the start of school and by maintaining the management procedures throughout the year, teachers are more likely to be effective and students react positively to the environment (Everston, Emmer, and Worsham, 2006). Elementary classrooms can become better learning environments when teachers have rules, classro om management skills, and a belief that each child can be successful. Rules help create a predictable atmosphere that limit classroom disruptions and encourage children to use self-control. Children need to be taught that it is their responsibility to make appropriate choices and that they will be held accountable for their actions. Teachers may decide to establish rules or allow their students to assist in formulating them. Teachers who involve their children in the rule making process contend that students are more likely to follow them. One way to involve students in forming rules is to have them brainstorm as a class or in small groups why they come to school and their goals for learning. Then ask them to name rules that will help  them achieve their goals. Write their ideas on the board. If a child states a rule negatively, such as, â€Å"Don’t come to school late,† ask how it could be stated in a positive way. The goal is to assist student in becoming thinking, caring, contributing members of society by providing guidance in developing a moral position, values, and ethics consistent with maintaining a viable society, and by helping students to develop the higher cognitive processes of critical thought, problem-solving, and decision-making. In order to do this the teacher will need to create a safe, caring classroom environment of mutual respect and trust where students are provided the opportunity to create, explore, openly participate, and collaborate on meaningful work, and communicate anything without fear of recrimination of any sort, or being ostracized. This is a fifth grade classroom, with twenty students. It is a very variable classroom in cultural diversity issues. The majority are children that come from Latin families, four children are African American. Looking to the Miami educational environment, this classroom is in the average, because most of the schools in this area share the same characteristics. Classroom Procedures, Rules and Routines Procedures are formalized instructions that support the rules or Classroom Constitution. They represent the expectations and norms of classroom operation and must be taught and practiced. Key classroom procedures can be introduced during first days of class, expanded on and reinforced as the year proceeds. There are five general areas in which students need to be taught to act and that should be supported by procedures; these are: Students’ use of classroom space and facilities. Students’ behavior in areas outside the classroom, such as the bathroom, lunchroom, drinking fountain, and playgrounds. Procedures to follow during whole-class activities, such as whether to raise a hand to speak, where to turn in work, and how to get help during seatwork, Procedures during small-group work. Additional procedures, such as how to behave at the beginning and end of the school-day, and when a visitor arrives.  General classroom procedures include how to walk into the classroom and  what to do then, how to ask for help, how to participate in class discussions, how to make transitions between activities and classes, sharpen pencils, ask for a restroom break or nurse pass, work independently and with others, get materials, address teachers and other adults, address students, walk in the hall, respond in an emergency or fire drill, listen to the teacher and follow directions, how to clean up one’s area, and end of the day routines. The three procedures this writer will focus on are walking into the classroom procedures, transitioning from one class to another, and end of the day routines. To teach walking into the classroom procedures, the writer will start on the first day of school. The teacher will talk about why it is important, list the steps on the board, model the steps, and then have students practice. Students will walk into the room quietly, keeping their hands to themselves. Sit down at their assigned seat at the big tables in the center of the room. (They often come in one at time.) They will raise their hand if they need to go their individual desk to get materials for the next class, of if they have a question. If no materials are needed, they will quietly get to work on an assignment they have with them. If the teacher or paraprofessional talks to them or gives instructions, the student will listen and follow directions. Transitioning from one class to another can be problematic. The goal is to teach students to be independent and responsible during these times. The teacher will start on the first day of school. Will discuss why this is important. List the steps on the board, model the steps, and have students practice them. This activity varies, de pending on the circumstance, so the steps of the procedure are more general than for some procedures. The Steps are: The teacher or paraprofessional says it is time to get ready to go to ___. Clean up area at the table. Gather needed materials from table or desk. Line up at the door in our classroom. Walk quietly toward class when the teacher or paraprofessional gives permission. The end of the day procedures will be taught starting on the first day of school also. We will discuss why this is important. The teacher will list the steps on the board, model the steps, and have students  practice them. The steps are: When the last class of the day is dismissed, walk into the room quietly with hands to yourself. Gather homework or other materials from desk and put things in backpack. Sit at assigned seat at big tables. You may talk quietly. When bell rings, walk to door and walk down the hall to exit. During the first month of school, the teacher will teach these procedures and assess whether students need more teaching and reinforcement in these areas, or not. The teacher will give verbal praise, tickets for the class auction, and points on individual point sheets when students follow procedures correctly. The points add up for daily prizes, or can be saved up for bigger prizes. They also add up toward social and activity rewards. If they don’t need much instruction in these areas, the teacher will focus on procedures that they need help with. Two month later, the teacher will work on reinforcing correct procedures, and start to reinforce accurate schoolwork, so that students see the link between procedures and success in school. Next month, the teacher will keep modeling and reinforcing correct procedures, and emphasize reinforcing successful academic activities. It is required that they understand that success ful social behavior will increase academic performance. During the winter months, the teacher will not continually reinforce correct procedures. Teacher will expect students to be learning how to manage themselves and follow procedures automatically. In December, The teacher will give reinforcement when students are more responsible for their own choices in following procedures. During January the writer will teach again procedures to make sure everyone knows them, and then reinforce independent behavior. In February teacher will review procedures once a week and reinforce correct procedures and independent behavior. Since many field trips occur in spring, during March and April the teacher will teach these routines as they relate to preparing for other settings or events. In May teacher will evaluate the performance of students during the year and review activities that students need practice on. The rules will be shared with the students on the first day of school too. I will use that time to allow my students to create their own classroom expectations, stemming off  of my general list. It is going to be used this time to explore the understanding of each expectation, as well as, to create a list of consequences in case an expectation is violated or disregarded. This method of using expectations and consequences is intended for the purpose of minimizing teacher-directed discipline and fostering student-driven motivation, choice, and discipline. The teacher will continue to convey order in the classroom, but will provide students with the skills and opportunities for maintaining self-classroom behavior management and discipline. (See appendix 4) Classroom Rules or Expectations Speak kindly to others Listen when the teacher is talking to you Follow adult instructions the first time given Keep area clean Keep hands and feet to yourself Do your own best work Classroom Organization Environment Since on the first day of school, the teacher will present a short five or seven minute lesson for each rule. Teacher will talk about the rule and get volunteers to demonstrate following the rule and not following it. Then demonstrate with examples and non-examples. Teacher will have the rules posted in the room and refer to them often during the year. Since rules are general, the teacher will talk about how they apply to different situations as the school year progresses. The timeline and reinforcement schedule for teaching rules is the same as for teaching procedures. The teacher will use this same timeline and emphasize how the procedures are specific actions that reflect the rules. Students are instructed to walk into the room and sit at their assigned seats at the big tables in the middle of the room. If they need materials at their individual desks along the wall, they raise their hands to get permission. Usually students enter one or two at a time, due to their varied schedules. Students each have a desk for their supplies, backpacks, etc. They only have what is needed for the time being on the tables in the middle of the room. This prevents them from getting their things in others’ way and arguing about stuff on the table. The room is not  large, but there is plenty of walking space around the tables and desks. Usually there are only one or two people moving at a time. The desk is in the corner where I can see everyone, and the paraprofessional desks are in the other corner where they can see everyone as well. The computer is in the corner by the teacher’s desk, where it is not vulnerable to students messing with it. A book shelf with curriculum materials is along the wall behind the desk. Students may get things from there with permission. The time out desks are behind a partition, and there is a round table there too. If a student is back there, an adult is at the table to supervise and record behavior. The white board is at the front of the room where it is easily seen by all. A table with supplies for students is located along the wall behind the big tables. They can get paper, art supplies, and classroom books to read from there, with permission. They need to raise their hand for permission to get up for any reason. If they need to sharpen a pencil, they just hold their pencil up in the air to get permission. A student computer table is located next to the supply table. At given times, one or two students may work on this for projects or for free time as a reward. Teacher tells the students that they have to act like the room is full of students, because it is needed to be in the same routine as a larger classroom. Students work individually with the teacher or the paraprofessional, or sometimes in groups of two. They stay at the big table and the teacher presents the lesson from up front, or we work at the tables with them. Sometimes we need to change chairs around to work in a group. (See appendix 5). Classroom Students Work Students are expected to participate in daily discussions and activities, complete assignments required or assigned by the teacher. Students will complete tests over selected material and information. Students will complete various classroom group projects as well as several smaller individual assignments. These smaller assignments are given throughout the year by the teacher, and are used to enhance the students’ content knowledge. Students will have various opportunities for gaining extra credit points. Communicating Assignments and Work Requirements Homework for the current day will be written on the homework  white-board before students arrive at school. Students are responsible for writing their homework assignments in their assignment books after putting away their coats, books, etc., during homeroom. Class assignments are written on the board at the beginning of each class. Students are responsible for getting out the required text and materials and opening books or workbooks to the correct page and being ready to start class. Pencil and white lined paper, journal or workbooks are the typical form and media. Paper headings must include the name of the student, date, subject, assignment name and/or page. Work missed by absent students will be taken home by a designated friend or picked up by parents. If work is not taken home or picked up on the day of the absence, a folder with a list of class work, homework, worksheets, and notes will be compiled for the student. Consequences may include points off, letter or call to pare nts, or reduction in grade. Monitoring Progress on and Completion of Assignments The teacher monitors projects, or longer assignments completed in class, as groups work together during specified times. Those longer-term assignments taken home are the students’ responsibility and the teacher will provide weekly reminders of due dates. Completion of assignments by students will be accomplished by daily homework checks for completion and submission of class work as required. Completed assignments are turned-in by the students by placing them in the teacher’s subject in-baskets. Student work will be maintained in student files. Work retained by the teacher will be in the form of the electronic grade book and behavior journal. Feedback is provided daily, by notation on individual assignments, in the form of grades, and periodic student-teacher conferences or chats. Students will be encouraged to reflect on their progress through the use of KWL charts, open-ended questions, and discussion/review. When students stop doing homework, first step is to ascerta in if there is a specific problem. If the problem is endemic, the teacher will review his or her lessons and/or assignments to determine if there is some shortcoming. Thereafter, for individuals, how to address the problem will vary and be dependent upon the specifics of the situation. Students will take home those materials required to complete homework  according to what has been written on the homework white-board for the day. Student work will be displayed on bulletin boards inside and outside of the room, on lines strung in front of the windows and along the back of the room, and from the ceiling when needed. Students will maintain their own files, by subject. Files will include study guides, quizzes, and tests. Periodic file checks will be completed to ensure students have maintained the requisite documentation. Students or parents with disputes regarding individual projects or tests will be referred to the rubric or test itself. Students or parents with disputes regarding overall grades will be provided a rep ort showing all grades for homework, class work, quizzes, tests, and projects. Gaining Classroom Attention Throughout the school day, the teacher may need to provide the students with important instructions. Some instructions may require the use of direct verbal communication, while others may simply require non-verbal visual communication. Below are a few strategies to use to manage students’ attention. When in need of gaining the entire class’ attention, I will use one of two methods: Clap or Raise. Clap: The teacher will state rather softly, If you hear my voice clap once. If you hear my voice clap twice. Raise: The teacher will simply raise the hand, signaling to the students I need their ears open and their mouths closed. During the training phase, teacher may need to verbally state, â€Å"When the hand goes up, the mouth goes shut†. To inform students a task or lesson is near to ending, teacher will flick the room lights twice while stating, â€Å"One or two more minutes with this activity. We will soon be moving on to our next lesson†. Students are expected to attend school each day. Students are expected to assume responsibility for ensuring their Attendance Stick is removed from the absent jar and placed in the Present jar. The classroom teacher will review the jars to ensure the proper sticks have been moved. If a student forgets to switch their stick the teacher will make a reference to that particular student, but it is the student’s responsibility to fix the mistake. Attendance will be sent to the Main Office. Throughout the day, the teacher will give students various worksheets and homework assignments. After each lesson, the students will place their homework into their designated mailbox, located at the back of the room. At the end of  the day, when the students are called to retrieve t heir homework, they will also remove their jackets, coats, book-bags, or lunchboxes from their cubbies and to return to their seat to quietly await dismissal via the intercom. Timeline and Reinforcement Schedule For each of the rules, the timeline and levels of reinforcement will be about the same. During the first month of school, teacher will teach these rules and assess whether students need more teaching and reinforcement in these areas, or not. Teacher will give verbal praise, tickets for the class auction, and points on individual point sheets when students follow rules correctly. The points add up for daily prizes, or can be saved up for bigger prizes. They also add up toward social and activity rewards. If they don’t need much instruction on certain rules, teacher will focus on others that they need help with. In October, teacher will work on reinforcing correct rules, and start to reinforce accurate schoolwork, so that students see the link between following rules and success in school. In November, teacher will keep modeling and reinforcing following the rules, and reinforce successful academic activities. The teacher wants them to understand that successful social behavior will increase academic performance. During the winter months, will not continually reinforce following the rules. The writer will expect students to be learning how to manage themselves and follow rules and procedures automatically. In December, teacher will give reinforcement when students are more responsible for their own choices in following rules and procedures. During January, this candidate teacher will teach again the rules and procedures to make sure everyone knows them, and then reinforce independent behavior. In February teacher will review rules and procedures once a week and reinforce correct procedures and independent behavior. Since many field trips occur in spring, during March and April I will teach these routines as they relate to preparing for other settings or events. In May I will evaluate the performance of students during the year and review activities that students need practice on. Deliverin g Instruction. (See appendix 1) Strategies for Instruction Identifying students’ learning styles is essential to providing quality  education. When developing a classroom curriculum, the teacher must get to know each student; learning the students’ interests, identifying the various learning styles, and recognizing or researching methods to enhance the learning environment as well as the content material. Providing students with knowledge should be our goal as educators, but it shouldn’t end there. We should strive to not only provide knowledge, but to acquire the materials and tools needed to teach our students and render those tools into our students’ hands. Allow our students to explore with manipulative objects and hands-on tools for learning. We need to also provide alternative educational experiences for our students. Due to the overwhelming variety of learning styles, developmental levels and external interests, our students must be equip to survive basic living situations. Providing alternative learning opportunities, such as trips to the local grocery store, will not only engage our students in something new, but we will be teaching our students the fundamental and basic skills to survive and succeed in life. While developing the classroom management plan, is acknowledged the need for engagement, proximity, structure, support, routine, expectations, consequences and motivation, while incorporating the importance of parental involvement, trust, honesty and a bond of student-parent-teacher respect. It is the goal that by the end of the year students will assume the responsibility needed for their actions; replacing a destructive action with a constructive action as a natural consequence. (See appendix 2) Positive Reinforcement and Consequences Positive reinforcements of appropriate behavior are the preference and used before applying other consequences or punishment. These positive reinforcements of appropriate behavior are in the form of verbal praise, using other students as models of appropriate behavior, non-verbal signals, and rewards. Positive influence techniques are proactive measures that help students maintain or remind them of appropriate behavior. Three methods of positive influence include: supporting student self-control wherein the teacher helps students stay on-task, pay attention and complete their work, offering situational assistance is where the teacher provides immediate help when students are stuck on work assignments, or a break when students become overly tired, and appraising reality is where teachers point out the  underlying causes of students’ behavior, in a friendly way remind them of their obligations, and request continued cooperation. Another proactive measure is positive repetition. Positive consequences are also in the form of facial expressions, positive words or praise, recognition and rewards that are offered when students comply with expectations and classroom rules. Recognition includes public praise, verbal or as in awarding a certificate to an individual or class, sending positive notes home with the student, or phoning the student’s home with positive comments about the student for the parents Effective praise is personal. The student’s name is mentioned along â€Å"with the desired behavior: â€Å"Jack, thank you for working quietly back there.† Effective praise is genuine. It must be related to the situation and behavior, â€Å"and the teacher’s demeanor should show that it is sincere. Effective praise is descriptive and specific. It lets students know when and â€Å"why they are behaving appropriately: â€Å"Good, Susan. You went right to work on your essay.† Effe ctive praise is age appropriate. Young children like to be praised publicly. Older students like praise but usually prefer to receive it privately. Rewards or incentives are another positive reinforcement of appropriate behavior. These can take many forms and all be presented to the students as treasures, both tangible and intangible, to choose from. A fairly comprehensive list, compiled by Sue Watson (n.d.), follows: Become a helper to the custodian, librarian, another teacher or the office staff. Become a class monitor for a specific area of need e.g., hall monitor, room check monitor, tidy monitor etc. Helping a younger student with a learning task for a specified period of time. Earn points for a class video. 15 minutes of free choice activity. Work with a friend. Wear your ball cap or favorite hat for a work period. Read a comic book. Show or tell the class something you have or did. Have lunch with your favorite person or the teacher. Read a story to the principal or to another class. Hand out supplies for a defined number of activities. Free time in another classroom. Receive a positive note for home. Pick something from the prize box. Pick something from the treat box. (Keep it healthy, crackers, animal cookies, fruit, juice boxes, popcorn, granola bars, etc.) Earn tickets toward free time. Free pencil, pen or eraser. Positive phone message or email home. Free poster. Free story for the whole class! (A strategy like this lets others  help the student at risk stay on target. Earn a cooking day for the class. Take the bubble blower out a recess. Free homework passes. Leader for the day. An additional gym period with another class. Listen to the radio or CD with a headset for a specified period of time. Have work posted in the hall or near the office. Enjoy a game with a friend or in another class. Be the leader for the first gym activity. If nothing on this list interests the child, ask what type of incentive he/she believes would help him/her to obtain their behavior goals and help keep them on track. Consequences Consequences are the actions taken by the teacher when students do not comply with the school rules or Classroom Constitution that governs appropriate behavior. There are four types of consequences. These are: logical, conventional, generic, and instructional. Logical consequences are those that this teacher attempts to employ first before more negative or punitive ones. Logical consequences are logically related to the inappropriate behavior and the students are tasked with completing a corrective action for the rule or article they are not in compliance with. For example, if a student does not keep their area or desk neat and clean, they are tasked with cleaning or if the student is discourteous to the teacher, they may be required to take time, reflect on their action and practice ways of being courteous (University of Phoenix (Ed.), 2002, p. 212). Conventional consequences are consequences we see most frequently used and include time-outs, removal from the group or room, or being sent to the office. These can be modified so they relate to the misbehavior by adjusting phrasing such as in the case of a time-out, â€Å"You have chosen time out. You may return to the group when you are ready to learn† (University of Phoenix (Ed.), 2002, p. 212). Generic consequences are often also often positive reinforcement such as reminders, and warnings. Choosing, and planning are consequences that allow students to select from three or four planned options for improving behavior. This behavior plan, established by the student, identifies specific steps the student follows to correct inappropriate, repeated behaviors. It is written, dated and signed by the student. In some literature, this is also referred to as a behavioral contract (University of Phoenix (Ed.), 2002, p. 212). Instructional consequences, the fourth and final, teach students  appropriate behavior. These consequences are often in the form of review and practice. Behaviors such as hand raising, courtesy, and lining-up qui etly, etc. are learned easily when taught and practiced (University of Phoenix (Ed.), 2002, p. 213). Consequences are listed in a hierarchy and imposed by starting with the least severe to the most severe response within the period of one day. Each day, students start new. In order to track infractions or non-compliance with the Classroom Constitution, this teacher assigns each student a pocket in a pocket chart wherein each day all students begin with a green card. For the first and second infraction, there is a non-verbal, then verbal warning or reminder of appropriate behavior and/or a restatement of the article infraction, and the card remains green. For the third infraction, a yellow card is placed in the pocket and the student is sent to the Think-About-It Table and must fill in a My Behavior Form that includes basic questions to help the student identify the inappropriate behavior, the reason it is inappropriate, what corrective action the child can perform, and how the teacher may be able to help the student so they do not repeat the behavior. For the fourth infraction, an orange card is placed in the pocket, the student is sent to the Think-About-It Table, complete a behavior plan, parents are notified of the repeated inappropriate behaviors and informed that the continuation of such behavior will result in more severe actions. For the fifth infraction, a red card is placed in the pocket, the student is sent to the office and parents are again notified. Finally, in cases where the offense is so extreme as in the case of verbal or physical abuse of the teacher or another student, a black card is placed in the pocket, the office is called, the student is removed from the room, and parents are contacted. Classroom Collecting data Strategies ABC data collection uses basic observations and forms to collect data on a specific behavior, as well as the related antecedent and consequence. That information is essential to conducting a functional behavior assessment in order to analyze behavior and determine consequences. Behavior in children can be better managed and more effectively changed when the interventions are based on a functional analysis of ABC data. Data collection forms do not have to be complicated. They can be written in any  format as long as they allow for all of the needed information. The required information on the form should include the name of the person being observed, the date and time of day, and a good setting description. Additionally, observed behaviors, what was happening right before they occurred, and the response or consequence of the behavior should be noted. Many data collection forms for ABC data only have three columns. The columns are for the antecedent, the behavior, and the consequence. However, it is also important to note the time of the behavioral occurrences, their intensity, especially if they involve an emotional response, the duration, and possibly a place to tally the frequency of specific behaviors. The following is an example of ABC data collection. Typically it is a format that is used when an external observer is available who has the time and ability to observe and document behaviors during specified periods of the day. It is time and personnel intensive. From this data, we can see that when the student is asked to end an activity he is enjoying, he screams, refuses to leave, and ignores. We also can see that the response to Joe’s refusal consists mostly of empty threats. If we follow Joe throughout the day, we may find that he is asked repeatedly to follow directions. In addition, the data reveals that Joeâ€⠄¢s family uses threats that are not followed through. Joe has learned that persistence, ignoring, and refusal will wear parents down. (See appendix #3) Behaviors always have a trigger. That trigger could be to escape an unpleasant situation or to gain recognition or acceptance. Behaviors could also be triggered by the desire to fulfill a physical need. Other behaviors could be the result of a deficit in a particular skill area. It is important to note details about what was happening right before the behavior occurred, the antecedent, in order to determine the true trigger for the behavior. Many antecedents are not observable. For example, things like physical ailments, embarrassment or not understanding what to do can all result in a behavioral response. Sometimes, the ABC data collection may need to include getting information from the individual being observed. Of course, they should not know they are being observed so any questioning should be done after the fact or by someone else. Behaviors should always be specifically described in objective terms. Vague descriptions should be avoided. Additionally, any subjective  evaluation of the behavior should be avoided. For example, if a child would not comply with a request, the behavioral description should avoid references to defiance or attitude. However, a good description might be that a student was seated and did not appear to do anything or that a child said â€Å"no† or walked away and did not comply. A lack of a behavior, or not doing anything when a behavior is required, is still a behavior. Teachers sometimes say that a student does not have any concerning behaviors, only to find out that he is failing that class because he refuses to do anything. Behaviors that can be a concern are not limited to disruptive behaviors. It is also important to note any lack of needed behavior. Consequences include any response or result the behavior achieved for the child. For example, the same single behavior occurrence might get a child attention from the teacher and peers, as well as getting him out of doing work. Additionally, it could result in a poor grade. All consequences should be noted. It is important not to ignore any consequence because consequences often serve to promote that same behavior happening again. For example, it might seem obvious that a poor grade was not what a student wanted and so it could not possible be reinforcing. However, it is not unheard of for students to set themselves up for failure due to things like not being emotionally prepared for life after graduation. Never discount a consequence as not being important. Taking good data on the antecedent, the behavior, and the consequences, can provide the essential information for a good functional analysis of behavior. It is the basis for ultimately determining interventions, supports, and consequences that will change inappropriate behaviors into desired behaviors. ABC data collection can make a teacher’s and a parent’s job much easier. As a conclusion this candidate teacher can bring to a close that, purpose of discipline is to aid in this exciting process by explaining expectations to a group with differing ideas of what learning, school, science and good behavior are. By explicitly stating the responsibilities and consequences of actions in the classroom teachers can smooth these differences enough to focus on teaching students the excitement of discovering new ideas. Discipline is a part of the learning process rather than separate from it. Students’ brains are busy organizing and processing information all the time. There are layer upon layer of lessons to be taught, a whole world of  examples to be set and ideas to be sparked and I am thrilled with challenged and the opportunity to teach students so much. References Everston, M., Emmer, E., and Worsham, M. (2006). Maintaining an Effective Learning Climate [Custom Edition e-text]. Boston, MA: Allyn and Bacon, Pearson Custom Publishing Scholastic (n.d.). Our Classroom Standards. Retrieved from http://teacher.scholastic.com/LessonPlans/unit_teamworkstandards.pdf Teachers Tips Training. Retreived from http://deborah-o-banion.suite101.com/antecedent-behavior-consequence-abc-data-collection-a282857 Teachnology (n.d.) Classroom Rules: Elementary Level. Retrieved from http://worksheets.teach- nology.com/misc/back/rules/elem/ The Essential Elements of Cooperative Learning in the Classroom. Retrieved from http://www.ericdigests.org/1995-1/elements.htm University of Phoenix. (Ed.). (2002). Maintaining an Effective Learning Climate [University of Phoenix Custom Edition e-text]. Boston, MA: Pearson Custom Publishing Appendixes Apendixe 3 |Antecedent |Behavior |Consequence | |Parent asks Joe to stop playing on the |Joe screams, â€Å"NO!† and refuses to|Parent tells Joe to leave the computer again. | |computer. |leave the computer. | | |Parent tells Joe to leave the computer. |Joe again refuses to leave. |Parent starts counting to 10 as a warning to | | | |get off the computer. | |Parent starts counting to 10 as a warning to|Joe does not move from the |Parent finishes counting to 10 and again warns| |get off the computer. |computer station. |him to get off the computer. | |Parent finishes counting to 10 and again |Joe stays at the computer and |Parent threatens that Joe lose computer | |warns him to get off the computer. |refuses to leave. |privileges in the future. | |Parent threatens that the Joe will lose |Joe ignores and continues working|The parent count to 10 again and again | |computer privileges in the future. |on the computer. |threatens future computer use. | |The parent counts to 10 again and again |Joe ignores and continues |The parent becomes angry and leaves the room. | |threatens future computer use |computer use. | | Appendix A Checklist 2 Norms, Expectations, Rules, and Procedures Check WhenProcedures/ Complete SubjectExpectations _ What are my short- and long-term goals for myself this year? _ What are my short- and long-term goals for my students this year? Room Use How will I establish basic procedures in the following areas? _ A. Teacher’s desk and storage areas _ B. Student desks and storage areas _ C. Storage for common materials _ D. Drinking fountains, sink, pencil sharpener _ E. Restrooms _ F. Centers or equipment areas _ G. Computer stations _ H. Board Individual Work and Teacher-Led Activities _ A. Attention during presentations _ B. Participation _ C. Talk among students _ D. Obtaining help _ E. When individual work has been completed Transitions into and out of the Room _ A. Beginning the school day _ B. Leaving the room _ C. Returning to the room _ D. Ending the day Procedures for Small-Group Instruction _ A. Getting the class ready _ B. Student movement _ C. Expected behavior in the group _ D. Expected behavior of students out of group _ E. Materials and supplies Procedures for Cooperative Group Activities _ A. Roles of group members _ B. Expected behavior _ C. Interaction to include each member _ D. Interaction to move toward instructional goals General Procedures _ A. Distributing materials _ B. Classroom helpers _ C. Interruptions or delays _ D. Restrooms _ E. Library, resource room, school office _ F. Cafeteria _ G. Playground _ H. Fire and disaster drills _ I. Classroom helpers (Everston, Emmer, and Worsham, 2006, p. 39-40) Appendix B Checklist 5 Planning for Instruction Check WhenNotes Complete Before the Lesson Ask Yourself _ A. What are the most important concepts or skills to be learned? _ B. What kind of learning is your goal (memorization, application, appreciation)? Have you communicated this to your students? _ C. What learning style is targeted by this lesson? Are you varying learning modalities? _ D. Are there difficult words or concepts that need extra explanation? _ E. How will you help students make connections to previous learning? _ F. What activities will you plan to create interest in the lesson? _ G. How will you make transitions between activities? _ H. What materials will be needed? Will students need to learn how to use them? _ I. What procedures will students need to know to complete the activities? _ J. How much time will you allocate for the lesson? For different parts  of the lesson? _ K. If activities require that students work together, how will groups be formed? How will you encourage productive work in groups? _ L. What examples and questioning strategies will you use? Prepare a list of examples for explanations and list higher-order questions. _ M. How will you know during and after the lesson what students understand? _ N. What are some presentation alternatives if students have trouble with concepts (peer explanation, media, etc.)? _ O. Are there extra- or special-help students? _ P. How will you make sure that all students participate? _ Q. How will you adjust the lesson if time is too short or too long? _ R. What kind of product, if any, will you expect from students at the end of the lesson? _ S. What will students do when they finish? _ T. How will you evaluate students’ work and give them feedback? _ U. How will the concepts you present be used by students in future lessons? (Everston, Emmer, and Worsham, 2006, p. 109-110) Appendix C Checklist 6 Planning for Cooperative Group Instruction Check WhenNotes Complete Item Room Arrangement _ A. How will student seating be arranged? _ B. How will individual and group materials and supplies be stored? Routines and Expectations _ A. What are your expectations for student movement to, from, and during group work? _ B. What expectations about talk will you communicate to students? _ C. What group attention signals will be used? _ D. Will students have specific roles? _ E. Do any group skills have to be discussed, modeled, or practiced? Monitoring, Accountability, and Feedback Procedures _ A. Will group work have individual products, group products, or both? _ B. How will individual or group work be assessed? _ C. How will you monitor student behavior and work during group activities? _ D. How will students receive feedback about individual and group performance? _ E. How will students receive feedback about their behavior in groups? Group Skills That Must Be Discussed, Modeled, or Practiced _ A. Social skills? _ B. Explaining skills? _ C. Leadership skills? (Everston, Emmer, and Worsham, 2006, p. 130-131) Apeendix 1 Lesson Plan for Classroom Management |KS2004 Correlated Sets | |[pic] | |KS2004.CA.6.1.4.10 |KBI: identifies the topic, main idea(s), supporting details, and theme(s) in text across the content areas and | | |from a variety of sources in appropriate-level texts. | Specific Content Objectives Students will be able to identify the topic, main idea, and supporting details of a grade level passage in a variety of content areas. Language Goal The language goal is to read for comprehension. Expected prior Knowledge Students need to be able to decode words and use context clues to identify words. They need to read at a fourth grade level with 75% comprehension. They need to have a basic vocabulary knowledge level for fourth grade reading material. They need to be able to work with a partner for reading and discussing ideas. Procedures/Management Review procedure for classroom discussion: listen when the teacher is talking, raise hand, listen to others, one person speak at a time. Review procedure for working with partners: taking turns reading (2’s read first, 1’s write), both discussing, raise hand with question after consulting partner. Review procedures for turning in work: classroom clerks for the week collect papers and put in bin. Technology links I got my practice sheets from edHelper.com Students can work at computers in partner groups to: look up unknown words at http://dictionary.reference.com look for Internet articles on related topics of interest Instructional Strategies for learner success The paragraphs and articles students will read include information about science, social studies, music, and art. Students work with partners to read passages and decide what the topic, main idea, and supporting details are. They will first answer multiple choice questions about passages and then fill out graphic organizers together. If there is time, or on another day, they will look up topics of interest on the Internet and determine the topic, main idea, and details. Day 1: Anticipatory Set (Jump-start) I will have chosen a short article of high interest from Scholastic Magazine. I will write several vocabulary words that may be new from the article on the board. I will ask students what the words are and what topic they may be about. We will discuss the words, meanings, and I will assess prior knowledge about the topic from the discussion. Day 1: Purpose/ Motivation I will tell the students that they will be able to identify the topic, main idea, and supporting details about something they read. This matters because they will read for information throughout their lives. They will use this skill when reading about things they need to learn about, as well as items of interest to enrich their lives. Day 1: Modeling/ Direct Instruction After explaining that they should listen for the topic, main idea, and details, I will read a short, high- interest article from Scholastic Magazine while they follow along with copies for each partner group. I will show them a multiple choice question about what the main idea of the article is, and we will answer it as a class. I will write the main idea on the board or overhead. Then I will talk about supporting details and give several examples. I will underline these details on my copy on the overhead. I will ask for input about details and underline them. Day 1: Guided Practice I will guide students as they write the main idea and underline the supporting details on their copies of the article in their partner groups. I will give each group two practice pages. One has short passages with multiple choice questions, and the other has short passages with instructions to write the main idea and underline supporting details. Each partner group will do these together. Students will be numbered 1 or 2. 2’s start with the reading and 1’s start with the writing, and then they switch with each passage. I will have a checklist for each group with tasks for this lesson: Write main idea and underline supporting details for the article I read. Read and answer multiple choice questions for passages on corresponding sheet. Look at/read articles of choice from Scholastic Magazine for 15 minutes. May discuss with partner. Read, write main idea, and underline details on corresponding sheet. Groups can check off each task as they complete it. When they are finished, 1’s put the papers in the bin and students read library or classroom books quietly until the others are finished. I will walk around, observe, informally assess, and give verbal praise and tickets toward a class auction as students work. Groups will also get points for cooperating and being polite in groups. These points will add up toward activity rewards. I make sure they have a lot of reinforcement at the beginning of the guided practice, and as they begin the underlining practice sheet. I will do the first multiple choice question as a class. If necessary, I will do the first one on the underlining sheet as a class. Students at a lower reading level will be given passages at a lower reading level. I will pair very low students with partners that can help them more. My para or I will read the passages to very low groups if needed. Day 1: Assessment I will observe and informally assess students throughout the lesson, and as they do guided practice. I will have a check sheet for students as they do group work. The completed papers will be graded and returned with feedback. After several days of doing other related activities, I will give a test to assess individual comprehension of main idea and details. Day 1: Reflection/ Plans for Diverse learners After instruction, reflection on the engagement level and pacing of the lesson, on the procedures and transitions, and on the assessed level of competency of the students provides the avenue for fine-tuning the next day’s lesson. Tutoring, pre-teaching, re-teaching, and scaffolding are strategies available to ensure success of diverse learners. Once it is evident that learners lack the skills needed for the task, a plan must evolve for building those skills. I will grade the papers and use the results along with the engagement level of the students to determine if students understand the concept so far. I will reflect on whether or not the procedures were understood and followed, and how the transitions went. If necessary, I would re-teach these, or make changes in these aspects. I will also decide whether the lesson was presented at a good pace. If many of them do not get the concept, I will plan to do more multiple choice questions on passages with them before moving on. I could also plan more verbal responses to finding the main idea and details. They could work on reading and sharing verbal responses as a class and in groups. I would do re-teaching and use more examples and have more verbal responses. I could review using context clues to identify unknown words, and review some basic phonics skills. If the students understand and are ready to move on, I will plan to have them read passages and write the main idea and details on a graphic organizer. They will also find articles on the Internet and identify main idea and details. Finally, they would write a short passage and have other students determine main idea and details. Day 2: Anticipatory set (see descriptor above) Day 2: Purpose/ Motivation Day 2: Modeling/ Direct Instruction Day 2: Guided Practice Day 2: Assessment Day 2: Reflection/ Plans for Diverse Learners Day 3: Anticipatory Set Day 3: Purpose/Motivation Day 3: Modeling/ Direct Instruction Day 3: Guided Practice Day 3: Assessment Day 3: Reflection/ Plans for Diverse Learners Day 4: Anticipatory Set Day 4: Purpose/ Motivation Day 4: Modeling/ Direct Instruction Day 4: Guided Practice Day 4: Assessment Day 4: Reflection/ Plans for Diverse Learners Day 5: Anticipatory Set Day 5: Purpose/ Motivation Day 5: Modeling/ Direct Instruction Day 5: Guided Practice Day 5: Assessment Day 5: Reflections/ Plans for Diverse Learners Appendix 2 |SAMPLE PARENT LETTER | |Greetings Students and Parents! | |Starting August , you willing be embarking on an exciting journey; a journey that will lead you to, my classroom! Through several forms of| |instruction, I am committed to educating, engaging, and challenging you who are willing and eager to learn! | |You will be pleased to hear that in my class, there are no rules; only expectations. My classroom expectations are clear, simple, and easy| |to follow: | |Listen attentively and follow directions. Throughout the year, our class will be doing many fun and exciting activities. Some will test | |what you know and others will challenge your mind to explore into ideas that you may not know quite yet. It will be important for you to | |listen and follow my directions. | |Ask for permission. I am very flexible and open to allowing you the chance to explore and learn things through hands-on tasks. Some | |activities may require you to use equipment and tools that you are not familiar w ith. For your safety, it  is very important that you ask | |me for permission before handling materials. | |Be respectful of personal space and property. Students enrolled in my class are guaranteed the right to personal space and respect. To | |ensure our class is engaged and on task, I ask that we each honor the people around us by respecting their space and things. If in doubt, | |use the Golden Rule: Do unto others as you would have them do to you. | |Participate in the group as well as individually. Students are encouraged to succeed and give it their all. My class motto is: I will do | |my best, not be the best, but expect the best from others in the class as well. A student will not be judged by the ability of another | |student. All I can ever ask and expect from the students in my class is that they do their very best—not try to be the best in the | |class—and encourage others to do their best as well. | |HAVE FUN! School is hard work and I believe we are in for a great journey. A journey would not be of any importance unless you had great | |fun along the way! It is my intention to provide several opportunities for you to explore learning through difference perspectives and to | |have a great deal of FUN! | |I plan to use a positive attitude as well as various teaching techniques to meet your needs. I am hoping to create and maintain an | |open-door policy of communication for parents and students. If you have any questions before the first day of school, I encourage you to | |give me a call at home (812.346.7632) or on my cell phone (502.403.7320). | |Make this year count! Come join the fun and see what the party is all about! | |Mr. James Vincent, 5th Grade | |Spartan Elementary School | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Classroom Rules or Expectations | |My classroom rules are: | |1. Speak kindly to others | |2. Listen when the teacher is talking to you | |3. Follow adult instructions the first time given | |4. Keep area clean | |5. Keep hands and feet to yourself | |6. Do your own best work | | | | | | | | | | | | |