Occupational Safety and Liability Case Study Example | Topics and Well Written Essays - 500 words

Word related Safety and Liability - Case Study Example As indicated by the contextual investigation, Behavior Based Safety centers around the social activities a representative enlisted people to guarantee they are sheltered in the work environment. The wellbeing procedure and set projects consider the representatives responsible for their security. A worker gets accused for occurrences or mishaps that happen with regards to this type of the security strategy. Designing controls are characterized by the demonstration of making approaches to fix and handle matters relating wellbeing. The procedure keeps risks from happening and re-happening. In designing controls, a worker applies methods of shielding themselves from hurt, for instance, wearing defensive apparatus while at work or taking care of gear with additional consideration. Absence of building controls prompts poor wellbeing and opens the worker to extraordinary dangers making them defenseless against lethal and debilitating mishaps. The board responsibility is characterized as the cooperation of an organization’s the executives level in guaranteeing security to its representatives. The administration of an association needs to intercede in its employee’s security by giving defensive apparatus just as medical coverages. The association of the board in worker security assumes a huge job as it lessens instances of mishaps or episodes at the work environment. Then again, the nonattendance of the administration in the usage of worker security prompts poor working conditions. Absence of interest in the administration causes numbness of security safety measures and measures consequently making it poor. I bolster promoters of Behavior-Based Safety. The wellbeing of a representative for the most part lies in the individual choice a worker makes to ensure their wellbeing. A representative bears more information on their wellbeing and with or without the nearness of the administration security insurances, wellbeing lies in the individual choice of the worker (Hickman, 2007). Before a representative joins an association, the person should have prepared in security and wellbeing precautionary measures under specific fields to keep up and upgrade security in the workplace.â

Effects of Globalisation on India China Relations Essay

There is a move in the idea of the relations among India and China from a simply territotial point of view in the post-freedom period to the monetary viewpoint in the post globalization and advancement period .This has brought about both positive and negative consequences due to both state and non-state factors. Exchange: The exchange between the two nations has been expanding since the 1990s and has reached $67 billion in the current financial. As a result of this , numerous individuals who are straightforwardly and in a roundabout way associated with the exchange have profited . Primarily the fare of essential articles like rural items have profited the minimal ranchers. Globalization has helped counterbalanced the misfortunes acquired during diminished residential interest and furthermore in view of higher net revenues in the universal market. MULTI POLAR WORLD: The significance of creating and industrialized nations after the globalization have expanded their bartering power in the universal field like environmental change meetings, changes in the U.N, change of share designation in the IMF which were ruled by the created world previously.. In every one of these stages, India and China have acted together against the position of created nations and have helped other little nations and island countries altogether set forth their commitments. SECURITY: Free development of work , capital and venture over the world requests better universalized security infrastucture.Both India and SCO are against the three security related issues fear based oppression, fanaticism and rebellion. India needs to utilize the Regional Anti-psychological oppression Structure of the Beijing commanded Shanghai Cooperation Organization . Additionally China can utilize the India’s banking area for their proposed SCO banking structure. As the two nations are interesred in Afghanistan’s mineral stores, there is a requirement for the two nations to graph a crisis plan for managing common war like circumstance after the exit of US and NATO in 2014. The two nations are additionally engaged with sea security in the Indian sea and inlet zone to ensure their exchange delivers the high oceans from Somali privateers. This has decreased the significance of regional fringe issues in the exchange between the two nations which is currently overwhelmed by focu s on zones with shared interests. NEGATIVE IMPACTS: Equalization OF TRADE: Though the exchange between the two nations has been expanding, it is profoundly slanted for China. The exchange shortfall has arrived at a high of $27 billion this monetary. Additionally a large number of the areas like pharmaceutical and smaller scale and little ventures are not permitted to work together in China. The products of globalization isn't being shared similarly by all the segments since it resorts to exchange hindrances and arrangement of modest appropriation to its gadgets segment which horribly causes them in the worldwide market. Regional PROBLEMS: In spite of the fact that there is less fringe related issues accordingly, globalization and outside speculations builds the regional issue in different regions like high oceans. Venture by an Indian organization in association with Vietnam in the south China Sea has brought about provincial regional conflicts among China, Vietnam, Philippines, Brunei, Malaysia and Taiwan. SECURITY PROBLEMS: The helplessness of the state and the individuals to digital fear based oppression and digital secret activities has expanded because of the nearness of Multi national organizations. As of late Huawei and ZTE have been kept from entering nations like US and Australia because of their enjoying digital state-supported undercover work. The security of the India is undermined because of the libealization and globalization. Both ought to guarantee one another of all conceivable security related measures during the resistance clergymen discourse. In spite of the fact that Globalization has negative repercussions, it has turned the relations among India and China from negative to positive and has caused them to collaborate and arrange on different fields and sectors.The opurtunites gave by new initiative change ought to be utilized by India to reinforce its inclinations and relations with China. . As skepticists state, both political and financial contemplations are significant and both oug ht to commonly drive India â€China relations to the advantage of the two sides.

What can you do in four years

What can you do in four years Okay, now for the next post addressing one of your requested topics. Question: What about Are Four years enough to get advantage of all the resources MIT has to offer for a student? In a word, no. No matter how much you take advantage of what MIT has to offer, there are going to be classes that you wish youd taken, programs that you wish youd done, activities that you wish youd tried, people that you wish youd gotten to know better or would have liked but never got a chance to meet, and more. The key is to try to maximize what you do get out of MIT. For example, I think that Ive done an okay, if not great, job taking advantage of IAP. IAP provides a huge number of experiences to take advantage of. Here is what I have done during IAP as an MIT student. Freshman year (IAP 04): Took 18.02A for 12 units. Re-learned to ice skate. Practiced intensively for crew (I was on lightweight crew as a freshman). Not really the most exciting IAPI didnt fully understand how much there was out there. Sophomore year (IAP 05): Took a PE class in foil fencing. Attended a few classes with MITs American Jiu-Jitsu Club, including a knife defense one that I went to because it sounded exciting. :) Participated in Mystery Hunt as a member of the team Project Electric Mayhem. Worked on building cat shelters and fixing bikes for poor kids with Alpha Phi Omega. Took a guided tour of the MIT Cogeneration Plant. Junior year (IAP 06): Did Mystery Hunt again. Competed in MASLab, an advanced robotics class/competition. Played in the Assassins Guild 10-day game. Sounds fun, right? But there are a bunch of things I have not done during IAP that would have been fun or useful to do, including the glassblowing class that I felt like half the freshmen on 5th East did last year, an IAP UROP or internship, various SIPB classes, and 2.670. Ive been at MIT for three years. Some things that I have and havent done, broken down by category Housing Yes: Found a wonderful living group that has been so much more than merely adequate to me. Participated fully in Dorm Rush and Hall Rush as a frosh. Fought in the annual water war during Dorm Rush. Helped build stuff for Dorm Rush. Helped out with parties on my hall. Helped choose new housemasters for my dorm. Painted my room. Helped repaint the black section of the hall black. No: Never been a hall chair, a hall rush chair, a dorm rush chair, or a member of my dorms exec. Never designed and painted a hall mural (at least not yet I still have another year). Never built anything really nifty for my room. Didnt really do FSILG Rush. Classes (that I wanted to take) Yes: Took 6.001, 6.004, and MASLab. Took upper-level poli sci classes. Took a lot of cool course 9 classes. No: Never took 6.002. Never took any MechE classes (which I wanted to). Never took 4.301 or Concert Choir. Never took 6.805. Research Yes: Did a UROP, and in fact did multiple UROPs. Did an engineering-related UROP (in a joint Brain Cognitive Sciences/Nuclear Engineering lab). Did autism-related research, which I have always wanted to do because my brother is autistic. Did research in a foreign country. No: Never published a paper (at least not yet). Never got a patent. Never worked at the Media Lab. Never did iGEM. Activities Yes: Did lots of student government workand accomplished tangible results. Was Undergraduate Association Vice President. Played a varsity sport (if only for a year). Been in APO and the Assassins Guild. Was a chapter editor for How to GAMIT. Wrote an article for Voodoo. Am on the MASLab teaching/lab/development staff. Was published in the Tech. No: Never got around to joining American Jiu Jitsu (maybe some day Ill fix that). Wasnt in any of those special learning communities like ESG or Terrascope. Havent written a Guild game yet. Never played an intramural sport. Didnt get to be Undergraduate Association President. Professors Yes: Met and/or took classes from lots of interesting and famous professors, including Nobel Laureate Philip Sharp (I didnt take a class from him, he was my freshman advisor). No: Lots more interesting and famous professors that I havent met or taken classes from. So dont worry about whether youll be able to take advantage of everything MIT has to offer for you. You wont. Even if you stay at MIT for grad school, you wont. Just do what you can. Build memories. There is always more to do. You will never have to feel like theres not enough out there for you. :)

The Opening Credits of Lord of the Flies by William Golding

The opening credits of Lord of the Flies roll over a series of still photographs, establishing background information that Golding never spells out explicitly in his novel. Under the soothing sounds of a school master lecturing and choir-boys singing, photos show what life at a British public school would be like. The music turns more ominous as missiles are shown, introducing the coming war. Planes flying into smoky skies and one falling to earth after a flash of lightning indicate how the boys all came to be stranded on a remote island in the Pacific ocean, a fact that Goldings novel conveys by stating that they were being evacuated from an unspecified war. The story begins with Ralph, in his school uniform, wandering alone through the forest. He is met by a boy with glasses who does not give his name but only says that he does not want to be called by the name they called him at school, which is Piggy. On the beach, they come across a conch shell, and Piggy, having seen one like it before, tells Ralph how to blow it to make a trumpeting sound. As Ralph blows it, children come out of the forest in response. A regiment of disciplined children in heavy black cloaks comes marching up the beach. They are a choir, led by Jack, who eventually gives them permission to remove their capes and stand at ease. In introducing each other, Jack refers to the boy with glasses as â€Å"Fatty,† and Ralph volunteers that his name is actually Piggy, to the delight of the other boys. After aShow MoreRelatedLeadership Qualities Of An Effective Leader1075 Words   |  5 Pagesof the group, and not himself. The qualities of an effective leader are apparent in Lord of the Flies. As for an effective leader in today’s society, this essay will analyze the leadership qualities of the Republican and Democratic front runners in the current political race. A leader displays great knowledge, great charisma, and unwavering courage. These characteristics are best shown by Ralph in Lord of the Flies. What makes Ralph such a great leader is the fact that while he is just a kid, he possessesRead MoreANALIZ TEXT INTERPRETATION AND ANALYSIS28843 Words   |  116 Pagesother authors may begin at the end and then, having intrigued and captured us, work backward to the beginning and then forward again to the middle. In still other cases, the chronology of plot may shift backward and forward in time, as for example in William Faulkner’s A Rose for Emily, where the author deliberately sets aside the chronological ordering of events and their cause/effect relationship in order to establish an atmosphere of unreality, build suspense and mystery, and underscore Emily Grierson’s

Hitler and the Effects of Treaty of Versailles Essay

On June 28th 1919, in the Versailles Palace of France, the treaty of Versailles officially ended World war one. The signers of this treaty implemented certain restrictions on Germany that were to guarantee Germany would never start another world war. This begs the question, â€Å"what did the end of one war have to do with the start of World War Two?†. The evidence shows that it was this treaty’s influence on Adolf Hitler that led to the Versailles Treaty’s ultimate failure and provoked the start of the next world war. Because of this treaty Adolf Hitler’s economic plan, proposed while he was seeking political election, was focused on rebuilding and reclaiming Germany. This went hand in hand with the nationalist ideas of the Nazi party.†¦show more content†¦It is a reasonable conclusion that to Hitler, the restoration of Germany and the damning of the Treaty of Versailles, specifically returning Germany’s right to be an equal in the world society, are linked. In a speech givin at Dusseldorf Hitler even went as far as promising to withdraw the signature that indicted Germany for starting World War One. Here Hitler also draws the comparison to returning German pride with reinstating the military heritage taken in the Treaty of Versailles. These pairings that Hitler chose to address shows the direct influence that Hitler felt the Treaty of Versailles had on weakening the German people and causing a separation from their heritage after 1919. These ideas of Hitler were not unfounded. He claimed in his speech at Munich 1922 that Germans were burdened at the end of World War I with an 8 million mark debt of their own, and the debt of the other allied countries, with similar sentiment in other speeches . The actual treaty confirms this by showing a 10+ billion mark reparations clause in section 232 right after the War Guilt Clause . A scholar by the name of Graham Darby claims that the treaty of Versailles is not the primary cause of the economic downturn and therefore not a primary influence on Hitler’s economic policy. The data however, points to one crucial fact that Mr. Darby neglects to mention in his article, the Dawes Plan. The Dawes plan was enacted during 1924 andShow MoreRelatedEffects Of The Treaty Of Versailles On The Rise Of Hitler Essay2051 Words   |  9 PagesAim of Project: To find out what effects the Treaty of Versailles had on the rise of Hitler. (May need further elaboration) Research Question: What effects did the Treaty of Versailles have on the rise of Hitler? How did the people of Germany respond to the Treaty? What were the immediate effects of the Treaty? Were there any other factors that worsened the effects of the Treaty of Versailles? Hypotheses: The Treaty of Versailles made it possible for Hitler to rise in power. There were loopholesRead MoreThe Treaty of Versailles Effect Essay1490 Words   |  6 PagesThe Treaty of Versailles Effect The Era of the World Wars was a terrible time in both American and European History. It started with World War I between the Allies Powers and the Central Powers. The major powers that made up the Allies were the Unites States, the Soviet Union, the United Kingdom, and France. The major powers that made up the Central Powers were Germany and Austria-Hungary. The end of the First World War resulted in the Allies winning, after the four long years of battle. When theRead MoreCauses Of Ww2 And Appeasement During World War II1553 Words   |  7 Pagesstart of World War Two these effects were felt all over the world. Many people have different ideas on how World War Two was caused. However it was not one single event that set of the war, it was an accumulation of many problems that built up over time. Though many factors contributed in starting the war there were three that were the most prominent, these were, the effects of the Treaty of Versailles, Hitler s actions, and the failure amo ng the league of nations. The treaty left people starving, impoverishedRead MoreWas the Treaty of Versailles the Major Cause of World War Two? 1148 Words   |  5 Pagesthe Treaty of Versailles which ended the First World War. This treaty was destructive towards the Germans. Germany had to pay large amounts of reparations to the Allied nations at the end of World War One resulting in a Great Depression in Germany. Additionally, the Treaty of Versailles’ war guilt clause forced Germans to admit full responsibility for starting the war. Furthermore, to gain the support of the German populace, Adolf Hitler adopted an effective propaganda campaign. Adolf Hitler employedRead MoreDid the Treaty of Versailles Promote Hitler to Power846 Words   |  4 PagesGreen, â€Å"The truth resists simplicity†. Assigning the blame of WWII to the Treaty of Versailles is far too simple of an explanation. The Treaty of Versailles, which ended WWI while sanctioning and punishing Germany, f orced Germany to pay reparations. These reparations are said to have caused economic challenges in Germany, which allowed Hitler to take control on nationalist fervor. Thus, the story goes, that the Treaty of Versailles made Hitler’s rise to power, and his starting of WWII, inevitable. HoweverRead MoreThe Treaty Of Versailles Ended World War I1708 Words   |  7 Pagesbefore the war even started. The Treaty of Versailles ended World War I but instigated the events that led up to World War II. Because the treaty of Versailles was so harsh on Germany, the effects of those terms allowed the Nazi party to form and ultimately led to the beginning of World War II. The Treaty of Versailles was said to end the â€Å"war of all wars† or in other words ended World War I, but it was the trigger for a far worse war to come. The Treaty of Versailles was just a mess. There was biasRead MoreWas World War II Inevitable?1042 Words   |  4 Pageswas largely inevitable. In this text, I will take into consideration some arguments that have been presented in the past in an attempt to demonstrate the inevitability of the Second World War. These arguments range from the creation of the Treaty of Versailles to the conditions imposed on Germany to nationalistic issues. Many historians consider Germans invasion into Poland the official commencement date of the Second World War. The First World War can only be described as having been devastatingRead MoreHow Restrictions On A Country End A War Or Setup The Start For Another War?1138 Words   |  5 PagesHistory Research paper Does putting restrictions on a country end a war or setup the start for another war. After World War One the United States and the Allied powers created the Treaty of Versailles. The Treaty of Versailles set up new nations and borders between the Allied powers and Central powers. The treaty also contained a war guilt clause which would hold Germany solely responsible for starting World War One. Germany was one of the reasons that WWI started but the only reason. Since GermanyRead MoreHitlers Rise To Power Essay example1577 Words   |  7 PagesHitlers Rise To Power The reason I have chosen is The Treaty of Versailles. I have chosen this reason because I feel that it played a major part in Hitlers rise to power. I feel there are a number of factors why this helped Hitlers rise to power. The Treaty of Versailles One of the factors of the Treaty of Versailles that helped Hitlers rise to power was the War Guilt clause. This helped Hitler because many Germans resented this clause and he could useRead MoreThe Failure of the League of Nations and the Outbreak of War in 1939913 Words   |  4 Pagescauses for the outbreak of the Second World War. These include the failure of the League of Nations, the Treaty of Versailles, Hitlers actions and so on. Some of them are more important then others and are mostly linked with another cause. The failure of the League of Nations was one of the main reasons for the outbreak of war. It exposed weaknesses which encouraged Hitler to invade. The League had failed to resolve the major political disputes. There were a number of such

Muslims in America Free Essays

Population So far, there are no official, accurate figures concerning the actual number of Muslims living in the United States. Estimates have ranged from as low as less than three million to as high as over six million. This is understandable because the statistics being released by the census bureau do not include religion as a category. We will write a custom essay sample on Muslims in America or any similar topic only for you Order Now As far as the census figures are concerned, therefore, Muslims could have been counted as Asians, Arabs, Africans, or even Europeans (Mujahid). Independent observers believe that the figures being released to media depend on the partiality of the source. For instance, David Harris, executive director of the American Jewish Committee, claimed that the number of Muslims living in the United States as of 2001 did not exceed 2.8 million – a figure which was way below the estimates submitted by several researchers. This statement was immediately contradicted by Ibrahim Hooper. Speaking on behalf of the Council on American-Islamic Relations, Hooper argued that the report which was generated by a review commissioned by the American Jewish Committee was a â€Å"desperate attempt to discount the role of American Muslims.† The debate appears inconclusive since the figures released by Harris and the American Jewish Committee might just prove inaccurate if one considers that the review was done in the aftermath of the 9/11 terrorist attacks – which everybody knows precipitated an anti-Muslim sentiment in the country (Zoll). However, the exact number of the Muslim-American population is not that significant if one’s purpose is to fully understand the Muslim-American community and examine how it has assimilated and contributed to the economic and social development of the United States. They could be over six million or less than two million – what is more important is the quality and the extent of their contribution as well as their desire to exert a sustained effort aimed at increasing the same. Considering the effects of the 9/11 attacks, the commitment of Muslim-Americans to peace and development in the country acquires greater significance. Profile Almost 80% of Muslim Americans are between 16 and 65 years of age. They belong to households with an average membership of five, suggesting a family-oriented culture. Majority of these families live in cosmopolitan centers: California has the highest concentration of Muslim-Americans with 20%, followed by the state of New York (16%), Illinois (8%), and 4% each for the states of Indiana and New Jersey. Michigan, Ohio, Texas, and Virginia each account for three percent of all Muslim-Americans. The fact that they are found in multiethnic and multicultural communities indicates that Muslim-Americans do not have difficulty in living with people with different backgrounds and persuasions. Not all Muslim-Americans are Arabs. In fact, only a minority of about 12% are of Arab descent while 24% originated from South Asia, the majority (42%) being African-Americans. Sixty-seven percent of all Muslim-Americans are immigrants and/or descendants of immigrants. In addition, around 30% of all African-American inmates in the country’s penitentiaries are either Muslims or Muslim converts (Mujahid). Most of the Muslim-Americans are professionals with only a very few venturing in private business. However, the professionals are versatile, making their contributions from different fields. Many of them are serving under the United States Armed Forces. As a matter of fact, the number of Muslim-American servicemen exceeds one percent of the entire population of the armed services of the country. Some – more than 10% – are in the computer and engineering industries, another 8% are employed in the medical field, and some 4% have ventured in the financial field (Mujahid). The Muslim-Americans are not an impoverished people. Although national figures are not currently available, the average income of a Muslim-American household in the state of Illinois was found to be $53,500,.with the Arab Muslims earning the highest average income of $69,000 and the African-American Muslims earning a lower $32,000 a year (Mujahid). In other words, they are good contributors not only to the coffers of the state and federal governments in terms of income taxes but also to private business as far as their purchasing power is concerned, underlying their significant contribution to the overall economy of the country. As a matter of fact, as shown by a study conducted recently by the Detroit-based JWT Advertising, reportedly the biggest advertising company in the country, the purchasing power of the Muslim-American community in the country is estimated at around $170 billion. This is the reason why JWT Advertising is now collaborating with other organizations to assist them in capturing their share of the rather large business of the Muslim-American community. To achieve this objective, the business firms in the Detroit area are now making use of the different aspects of the Muslim culture to win over Muslim customers. In fact, according to the director of trends spotting of JWT, Ann Mack, â€Å"Some marketers – – I am not going to name them specifically – are having Ramadan advertisements,† she says, â€Å"and because they are speaking specifically to these populations, they will appeal, they will resonate and those consumers will tend to gravitate towards these brands† (Elshinnawe). Some companies have been treating this issue seriously. IKEA, a Swedish company engaged in the furniture business even sought the help of the chairman of the American Arab Chamber of Commerce. When consulted, Nasser Baydoun recalled that â€Å"What we were able to do was to teach them how to market to our community.—how does our community get its information, how do they choose which store they go to and how does IKEA create a working staff that is friendly to the community.† Based on this advice, IKEA put together a diversity training program for all its employees, started talking about the needs of Muslims, and required its designers to adapt their product designs to fit the needs and tastes of the Muslim community. All of these changes were aimed specifically at ensnaring the market offered by the Muslim-American community (Elshinnawe). Programs and practices The community takes care of its basic needs. Their religious and educational needs are being served by around 3,000 Islamic centers and mosques scattered all over the country, approximately 500 Islamic Sunday schools, at least 200 Islamic schools and six schools of higher learning. The members of the community are active in spreading the shahadah. In the Illinois area alone, a significant growth was observed. Twenty-five percent of new Muslims in the state came from conversion from other faiths. The Islamic practice of Friday prayers is, however, observed by only about four percent of the community. Observers could not be certain whether this indicates a low religiosity among the Muslims, or whether this is due to the fact that Muslims are not being given a day off from their work to enable them to attend the Friday prayer. As far as tithing is concerned, it is estimated that about $100 million is collected from Muslims every year to go to the coffers of their favored relief organizations for the purpose of helping the less fortunate. Fasting during the month of Ramadan, on the other hand, is practiced by an estimated 47% of the Muslim community (Mujahid). Muslim American Society (MAS) The MAS is a â€Å"charitable, religious, social, cultural, and educational, not-for-profit organization.† It is part of a movement which called on Muslims all over the world to make Islam their â€Å"total way of life.† In the United States, it traces its root to the Muslim Student Asociation (MSA) which was established in 1963 to serve the needs of students and immigrants arriving in the country during the later part the 1950s and the early 1960s. After twenty years, the Islamic Society of North America (ISNA) emerged from the MAS. By 1992, the Muslim American Society was organized to provide better outreach programs and serve the increasing needs of Muslim-Americans. Its mission statement is: â€Å"To build an integrated empowerment process for the American Muslim community through civic education, participation, community outreach, and coalition building; to forge positive relationships with other institutions outside of our community, that will ensure and facilitate the protection of civil rights and liberties for American Muslims and all Americans† (Muslim American Society). The MAS, therefore, is the best evidence of the Muslim-Americans’ desire to fully integrate with the American society and do their best in protecting not only the rights of Muslims but Americans in general, particularly against the negative effects of terrorism. As FBI Director Robert S. Mueller said in a briefing held on February 17, 2004: â€Å"†¦at the outset, I should mention that the Muslim American †¦ communities in the United States have contributed a great deal to our success. And on behalf of the FBI, I would like to thank these communities for their assistance and for their ongoing commitment to preventing acts of terrorism.† Works Cited Elshinnawi, Mohamed. â€Å"US Companies Aim Advertising at Muslim Americans.† Voice of America. 19 September 2007. 30 November 2007. http://www.voanews.com/english/archive/2007-09/2007-09-19-voa31.cfm?CFID=225898127CFTOKEN=61423474 Mujahid, Abdul Malik. (2007). â€Å"Muslims in America: Profile 2001.† 2007. 30 November, 2007 Muslim American Society. 30 November 2007 Zoll, Rachel. â€Å"Group: Muslim Population Overstated.† Number of Muslims in the United States. 22 October 2001. 30 November 2007. http://www.adherents.com/largecom/com_islam_usa.html How to cite Muslims in America, Essay examples

Twitter Etiquette The Dos and Donts

TWITTER ETIQUETTE: THE DOS AND DONTS If you read my previous post, you know what’s in store for you now. As promised, I’ve put together a general list of guidelines for Twittering. These dos and don’ts are by no means comprehensive and, depending on who you talk to, all of these rules were made to be broken by braver Twitterers. For a fun read about rogue Twittering, read Scobleizer.com’s post, The 10 Rules of Twitter (and how I break every one). Do: †¢ Ask questions of your followers. †¢ Update often – Twitter followers have short attention spans. †¢ Use proper grammar. †¢ Post interesting articles, links, photos, videos, articles – anything your followers might be interested in. †¢ Try to follow a â€Å"theme† if you like. Maybe your Twitter account focuses exclusively on daily deals at your store, or the hottest hairstyles of the season. If your Twitter profile is business-oriented, don’t post personal items like â€Å"I’m walking the dog with my hubby!† Don’t: †¢ Overload your followers – limit yourself to 5 posts per day. †¢ Break up your posts. You get 140 characters. Any longer than that, and you probably should reconsider whether you should put your information on Twitter. †¢ Steal stuff from other readers. There’s a proper form for â€Å"re-tweeting,† and you always need to include the name of the original poster. For instance, if I’m re-tweeting a link, I would say something like â€Å"RT @username – love this link! www.link.com.† Always use the letters â€Å"RT† and then the correct user’s name, complete with the @ symbol. †¢ Put up personal information, or information about private events on your Twitter profile. Remember, Twitter is public, and anyone can re-tweet you. †¢ Spam! Spamming is a major no-no, you’ll find that your followers quickly drop by the wayside. Here’s a bonus for you: If you’re just getting started on Twitter, be sure to register your username on WeFollow, a directory of Twitter users. WeFollow makes it easy for other people to search for Twitter accounts that interest them – you just might find that you’ll pick up a few followers through WeFollow. And as always, we welcome any questions (and alternative views) – so let us know what you think about all this Twitter stuff.

BTEC L2 Diploma In Sport Essay

BTEC L2 Diploma In Sport Essay BTEC L2 Diploma In Sport Essay ]] BTEC L2 Diploma in Sport Unit 9: Psychology in Sport 6 week Psychological Skills Training Programme Name: Kulsum Dalal Sport: Rounders Strengths and Areas for improvement Strengths Motivation Thoughtful Active Leadership Confidence Calm Areas for improvement Outgoing Problem solving Even tempered Control of anxiety Reliable Commitment Calm Concentration Control of aggression Responsive My SMART Targets Overall aim of the training programme: 4 The overall aim of my training program of 6 weeks is to improve my psychological ability in Rounder’s. I have assessed my current psychological skills and identified my areas to work on. The 4 areas I will be working on are concentration, calmness, control of anxiety and temper/aggression. To do this I will need the help of my peers, my team mates and my coaches. Target Method to be used to achieve target 1 Within my six week training programme I aim to improve my concentration, specifically when fielding. Exposure in training Focusing Thought stopping 2 During my 6 week training programme I want to improve my ability to control my anxiety, specifically when I make mistakes. Exposure in training Breathing techniques Self-talk Mental rehearsal 3 Over my 6 week training I aim to improve the control of my aggression, especially when losing or when I make mistakes. Exposure in training Thought stopping Focus on next action Week 1 Session 1: Area for improvement Method to be used Plan Concentration Exposure in training Focusing Thought stopping I will explain to my coach what makes me lose my concentration when fielding (spectators and watching other games), I will make sure that this happens in training so that I can practice concentrating on my game and not what is going on around me. I plan to focus on my game and try not to be distracted with things. The things that might I lose my focus on by looking at other game or messing round with other people who not batting. To make me focusing on my game I have think about every step I take. I will focus on the batter and what they are doing as they could hit the ball tome at any time, so I need to be alert. To imagine my coach shout ‘STOP’ in my head to bring my attention back to the game when I do lose concentration and I realise. Session 2: Area for improvement Method to be used Plan Anxiety Exposure in training Breathing techniques Self-talk Mental rehearsal I will explain to my coach what makes feel me lose my anxiety when fielding (spectators and watching other games), I will make sure that this happens in training so that I can practice anxiety on my game and not what is going on around me. I will talk to my self and motive myself by talking my throw the game if I messy up in my game I will say to myself throw* it like I did well last time so I will do the same as I did well in my last game . Session 1 Review Date Completed: General feelings on how the session went. In my session some of it went to plan, not everything went well, I never used thought stopping that much and need to try it next time. I planned for exposure in training; i told my coach that I easily lose my concentration. We were in groups and we were talking to each other about our problems, some of us had similar problems and others had different. We could improve this by participating in more games and talking to each other, so this could prevent me losing concentration as my mind would be on the game and on the players. Focusing – I tried to focus on my game and not to get easily distracted. I did get distracted when other players were shouting at each other, this is when I had to try and stay focused on the game and not on the players shouting by trying to ignore the shouting and concentrating on the game, so this did go well at the time. Week 2 Session 1: Area for improvement Method to be used Plan Aggression

Definition and Examples of Interjections in English

Definition and Examples of Interjections in English An  interjection,  also known as an ejaculation  or an  exclamation, is a word, phrase, or sound used to convey an emotion such as surprise, excitement, happiness, or anger. Put another way, an  interjection is a short utterance that usually expresses emotion and is capable of standing alone. Though interjections are one of the traditional parts of speech, they are grammatically unrelated to any other part of a sentence. Interjections are very common in spoken English, but they appear in written English as well. The most widely used interjections in English include hey,  oops, ouch, gee, oh, ah, ooh, eh, ugh, aw, yo, wow, brr, sh, and yippee.  In writing, an interjection is typically followed by an  exclamation point, but it can also be followed by a comma if it is part of a  sentence. Knowing the different kinds of interjections, and understanding how to punctuate them, will help you use them correctly. First Words Interjections  (such as  oh  and  wow) are among the first words human beings learn as children- usually by the age of 1.5 years. Eventually, children pick up several hundred of these brief, often  exclamatory  utterances. As the 18th-century  philologist  Rowland Jones observed, It appears that interjections make up a considerable part of our language. Nevertheless, interjections are commonly regarded as the outlaws of English  grammar. The term itself, derived from Latin, means something thrown in between. Interjections usually stand apart from normal sentences, defiantly maintaining their syntactic independence. (Yeah!) They arent marked  inflectionally  for  grammatical categories  such as tense or number. (No sirree!) And because they show up more frequently in spoken English than in writing, most scholars have chosen to ignore them. With the advent of  corpus linguistics  and  conversation analysis, interjections have recently begun to attract serious attention.  Linguists  and grammarians have even segregated interjections into different categories. Primary and Secondary Its now customary to divide interjections into two broad classes: Primary interjections  are single words (such as  ah, brr, eww, hmm,   ooh, and  yowza) that are not derived from any other word class, are used  only  as interjections, and dont enter into syntactic constructions. According to linguist Martina Drescher, in her article The Expressive Function of Language: Towards a Cognitive Semantic Approach, which was published in The Language of Emotions: Conceptualization, Expression, and Theoretical Foundation, primary interjections generally serve to lubricate conversations in a ritualized manner. Secondary interjections  (such as bless you, congratulations, good grief, hey, hi, oh my, oh my God,  oh  well, rats, and shoot) also belong to other word classes. These expressions are often exclamatory and tend to mix with oaths, swear words, and greeting formulas. Drescher describes secondary interjections as derivative uses of other words or locutions, which have lost their original conceptual meanings- a process known as  semantic bleaching. As written English grows more colloquial, both classes have migrated from speech into print. Punctuation As noted, interjections are more commonly used in speech, but you might also find yourself using these parts of speech in writing as well. The Farlex Complete English Grammar Rules gives these examples: Ooh, thats a beautiful dress.Brr, its freezing in here!Oh my God! Weve won! Note how punctuating both primary and secondary interjections in writing depends entirely on the context in which they are used. In the first example above, the term  ooh  is technically a primary interjection that generally does not enter into syntactic constructions. It often stands alone, and when it does, the word is generally followed by an exclamation point, as in  Ohh!  Indeed, you could reconstruct the sentence so that the primary interjection stands alone, followed by an explanatory sentence, as in: Ohh! Thats a beautiful dress. In the second sentence, the primary interjection  brr  is followed by a comma. The exclamation point, then, does not come until the end of the connected sentence. But again, the primary interjection could stand alone- and be followed by an exclamation point- as in: Brr! Its cold in here. The third example contains a secondary interjection  Oh my God that stands apart from the second sentence, with the interjection and sentence both ending in exclamation points. You can also use secondary interjections as integral parts of  sentences: Hey, why did you let the dog in here?Oh my, I knew I should have turned off the oven!Good grief Charlie Brown! Just kick the football. Of course, the creator of the Peanuts cartoons would have likely used the secondary interjection more like a primary interjection. Indeed, a biography of the famed illustrator uses the phrase in just that way: Good Grief! The Story of Charles M. Schulz Since interjections depend so heavily on how they are used in speech, the punctuation they take varies greatly, according to context, but they are usually followed by an exclamation point when standing alone or a comma when introducing a sentence. Versatile Parts of Speech One of the more intriguing characteristics of interjections is their multifunctionality: The same word may express praise or scorn, excitement or boredom, joy or despair. Unlike the comparatively straightforward  denotations  of other parts of speech, the meanings of interjections are largely determined by  intonation,  context, and what linguists call  pragmatic function, such as: Geez, you really had to be there. As  Kristian Smidt wrote in Ideolectic  Characterisation in  A Dolls House published in Scandinavia: International Journal of Scandinavian Studies: You can fill it [the interjection] like a carrier bag with twenty different senses and a hundred different shades of meaning, all dependent on context, emphasis, and tonal accent. It can express anything from indifference to comprehension, incomprehension, query, rebuttal, rebuke, indignation, impatience, disappointment, surprise, admiration, disgust, and delight in any number of degrees. With interjections fulfilling such a large role in English, grammarians and linguists are calling for more attention to and study of these important parts of speech. As  Douglas Biber,  Stig Johansson,  Geoffrey Leech,  Susan Conrad, and Edward Finegan note in Longman Grammar of Spoken and Written English: If we are to describe spoken language adequately, we need to pay more attention to [interjections] than has traditionally been done. In an era of increasing communication via text messaging and social media- which is often laced with interjections- experts say that paying more attention to these loud and forceful parts of speech will help create a better understanding of how human beings actually communicate. And that thought certainly deserves a loud and forceful  Youwza! Sources Biber, Douglas. Longman Grammar of Spoken and Written English. Stig Johansson, Geoffrey Leech, et al., Longman, November 5, 1999. Farlex International, Inc. The Farlex Complete English Grammar Rules, 2016: Grammar. Bukupedia, June 16, 2016. Johnson, Rheta Grimsley. Good Grief!: The Story of Charles M. Schulz. Hardcover, First Edition edition, Pharos Books, September 1, 1989.

CHILDREN AND THE MEDIA - media literacy Literature review

CHILDREN AND THE MEDIA - media literacy - Literature review Example They gain exposure to different methods in which the media can be used to manipulate and misrepresent and also its role in view generation and reality (Pannu and Tomar, 2010, pg. 21). However, the above definitional can be described as outdated for media literacy has evolved from just theses abilities and formats into electronic forms (Pannu and Tomar, 2010, pg. 21). Since 1970’s when information technology emerged, media and information has shown tremendous growth forming a basis for education and learning. This saw information becoming more digital, while people and countries became more networked. This has led to a complex and transformed environment filled with all kind of data and information that is easily accessed by a simple swipe or click of a button (Cohen, Schwartz and Harris, 2013 pg. 52). In the 1300’s, long before the information technological boom, Sorbonne library located in Paris had 1,338 books which made it the largest library in Europe. However, only an elite group of people had access to the tremendous amount of information contained in the library. In this century, thereis a high number of libraries containing more than eight million books. These books are lent out to millions of people across the globe (Potter, 2011, pg. 6). Media literacy has received a massive boost due to this. The creation of online libraries that store books in virtual cloud space has also attributed to easy ac cess to books. In 2007, 276,649 new book titles were produced by commercial publishers. A further addition of 134,773 book titles were produced by on demand publishers (Potter, 2011, pg. 6). Due to this tremendous amount of information being produced every day, humans have come up with ways to automatically sieve through this information and get the information required in a matter of seconds or faster. This has seen people from age groups develop skills that are essential in accessing information from anywhere and at any time. This

Journal Research Paper Example | Topics and Well Written Essays - 250 words - 4

Journal - Research Paper Example Academic literacy helps me to communicating the required ideas in the appropriate style besides being able to think critically and rationally. For illustration, suppose the assignment entails intensive research about China; then I will utilize social, economical and political aspects in coming up with a well-researched work (Arp & Jamie, 2011). In gauging the credibility of my research or information, I usually compare it with other trustworthy scholarly works undertaken in the same unit, which I am exploring (Arp & Jamie 2011). In addition, I only usually utilize the credible sources, for instance, scholarly articles, books and reliable websites. Hence, these enable me to merge many and reliable ideas from diverse experts who have researched on the same topic (Coon, Mitterer, Shawn & Vanchella 2010). For example, suppose I am researching about Newton’s laws of motion, then it is essential that I explore resent scientific books, which relate to this field. Besides, do not allow media or friends to influence me because not everything, which people believe is right. In addition, progressing in every life’s endeavor entails making personal decisions and not relying on other people for approval even if they are family members (Davies, 2011). However, I usually seek information and advice where necessary, but fina l I have to make the final verdict. Mainly, this is via learning how to be a seasoned critical consumer of information. Therefore, this entails utilizing a wide range of criteria coupled with analytical evaluation of any information before accepting it where I normally check whether it is inline with my goals (Coon 2006). Consequently, this requires that I able to read and understand each aspect in detail (Reich 2011). Davies, R. (2011). Understanding Technology Literacy: A Framework for Evaluating Educational Technology Integration. Techtrends: Linking

George Washington Carver Essay -- essays research papers

George Washington Carver 	George Washington Carver was born in Diamond, Missouri at about 1865 as a slave child on Moses and Susan’s farm. Born and raised by his mother Mary, George was always having a whooping cough. One cold night, night raiders or slave robbers, came and took Mary and George from their home. The Carvers hired their neighbor, John Bentley, to go and find Mary and George. When John returned he had only brought back George and said that his mother could not be found. This was the beginning of George Washington Carver’s life. 	Since George was a very sick child and always having a whooping cough, he was given the job of working around the house and his favorite job, working in the garden. When George was not tending the garden or doing house chores he was always roaming the nearby woods and streams. He explored anything unusual such as reptile and insects. George kept his own frog collection and geological finds in a place where nobody could find as he would watch them progress. He had his own nursery in the woods and learned how to turn sick plants to healthy plants. This helped him be friendly with his neighbors and gained him the name "plant doctor." George had his own playmates to play childhood games with. Though his parents and playmates were white, he developed a strong friendship with most everybody and continued contact with them even after he left his hometown. The nighttime was about the same as everybody’s, except George and his brother went out to explore while the elders were asleep. During the night he would observe plants and also have fun riding sheep until punished by his parents. George learned very quickly. He mastered everything that was taught to him. This life style helped him become aware of his special talents before the difference of his skin color. Having white friends and white parents, George was excepted by anybody he came into contact with. He had a strong religious faith. There was no official religion for him, but he attended a little Locust Grove Church. While attending this church, he received religious practicing from a large variety of Methodist, Baptist, Campbellite, and Presbyterian circuit preachers. This gave George an unorthodox and nondenominational faith that would stay with him for the rest of his life. Part of that faith was a deep belief in revelation being give... ... nutritional value and could be used in cooking and baking. Over the years he invented many useful ways to use peanuts. Many synthetic products were also developed by George such as the ones listed below. Adhesives Axle GreaseBleach ButtermilkCheese Chili SauceCream CreosoteDyesFlour Fuel BriquettesInkInstant Coffee Insulating BoardLinoleumMayonnaiseMealMeat Tenderizer 	Metal PolishMilk FlakesMucilagePaperRubbing OilsSalveSoil ConditionerShampooShoe PolishShaving CreamSugarSynthetic MarbleSynthetic RubberTalcum PowderVanishing CreamWood StainsWood FillerWorcestershire Sauce Source: Hattie Carwell. Blacks in Science: Astrophysicist to Zoologist (Hicksville, N.Y.: Exposition Press), 1977. 	It is no doubt that George Washington Carver had a major impact on our lives. From everything he accomplished and everything he developed the world may not have been that same, thanks to him. George died on January 5th, 1943 at 7:30 P.M. He was laid to rest near the grave of Booker T. Washington. Before his death, he created the George Washington Carver Foundation in which Henry Ford was the trustee. In Tuskegee, Alabama is where the George Washington Carver Museum is located.

Educational psychology Essay

I am a big proponent of social cognition, and I am going to use it in my classroom. I believe that is a student puts their mind to something, and they really try to accomplish that goal it can be done. In order to elicit this response one must often use the operant condition when it comes to learning. People thrive on the words of others and their praise. â€Å"In operant conditioning the organism learns that a particular behavior produces a particular consequence. If the consequence is useful or pleasurable, the organism will tend to repeat the behavior to produce the consequence again. If the consequence is unpleasant, the organism will tend not to repeat the behavior. Pleasant consequences are sometimes called ‘rewards’, and unpleasant consequences are sometimes called ‘punishments’ (Berger p 42. )† This theory came about by the studies of B. F. Skinner. This is where I tend to move towards metacognition and self-efficacy. I believe that when a student does well on something it is quite satisfying, and they would like to see this result again. They noticed that when they studied hard the reward was the good grade. They receive their grade and self-gratification sets in. If they did not study they may fail the test and they are then negatively reinforced because they do not want to see this result again. I want to use this conditioning and encourage my students to do well. I know they can do it; they just have to have the right attitude and behavior about it. An example of this reinforcement is if I tell my student, â€Å"good job, I really enjoyed that†, when referring to a project they did; the student will most likely work harder and come up with and even more impressive project. My student wants the affirmation that he did a good job. The student want the positive reinforcement as it brings about a rewarding stimulus. This not only gets the student to do their work it also gets him thinking metacognitivly, which he will benefit from later on in life. He is looking at what he did to get my praise and analyzing what he did, and looking at how he can do better. This is exactly what I want from my students I want them to take an active role in their education. He does not know it, but my student through operant conditioning has arrived at a deep thought process. It is brilliant. As teachers I believe we use operant conditioning every day. We will prompt our students with cues helping them arrive at the answer. In giving the students positive reinforcement they do get a true yearning to learn. It may start out as just for the reward, but it is my hope that eventually they realize learning is the reward. Classical conditioning is useful, and thanks to Pavlov; we see that it works. I do want to condition somethings so that there is an automatic response. For example, when I ask my students quite down they will automatically respond to my voice, I know optimistic. In general though I prefer operate conditioning as it goes deeper into thinking. I again go with the cognitive approach when it comes to motivation. When someone internally processes something it becomes more real. It means more to them. When a student reflects on his work and looks at how he can improve upon it. This very closely reflects extrinsic motivation. Here someone does something to obtain something else. This could relate to the student who studies to obtain a good grade. I like this theory and will apply it to my classroom, because I really want to get my students gears turning. â€Å"They emphasize the importance of creating learning environments that encourage students to become cognitively engaged and take responsibility for their learning. This goal is to get students to become motivated to expend the effort to persist and mat ideas rather than simply doing good enough work to just get my and make passing grades (Perry, Turner, & Meyer, 2006, p 467. )† If my students can come to the point of realization that studying equals doing well in the class I am in a good spot. Many students know this but they do not fully believe it because they have never tried (Wigfield, 2006, p 463.) Even stronger than this is intrinsic motivation. This motivation becomes so real to the student when they realize they can self-determine their outcomes. I love this method so much. The student is growing and understanding how to truly learn, they are learning that what they learn truly effects them. â€Å"In this view, students want to believe that they are doing something because of their own will, not because of external success or rewards (Deci, Koestner, & Ryan, 2001, p 464. )† They have learned to stop relying on others; they have learned to push themselves through life. â€Å"Researchers have found that student’s internal motivation an intrinsic interest in school tasks increase when students have some choice and some opportunities to make personal responsibility for their learning (Grolnick, 2002, p 464. )† I want to motivate them by allowing them some freedom in my class. I will give my students choices because they then be more motivated to do the work with all their effort. The thing is, whatever choice they make they are still learning! Also they are processing it all through information processing to make sure that how they are acting now will be duplicated. They know their actions constituted a response from me, which was giving them more freedom. They enjoyed this stimulus and will want it to continue, so they will work really hard. This loops them all the way back to operant conditioning and positive reinforcement! It is all connected. Another big thing with this idea is interest. â€Å"Interest is especially linked to measure of deep learning, such as recall of main ideas and responses to more difficult comprehension questions, than to surface learning, such as responses to simple questions and verbatim recall of text (Wigfield, 2006, p 466. )† This is where I hope my passion for history comes in. I want to get my students excited about history. If I do get my students excited they will show interest and if they show interest they will understand the history at a deeper level than they normally would. My management plan also fits in with these ideas. I am going to run my classroom according to the authoritative perspective. I will be the teacher and the students will follow my rules, but they will be integrated into the classroom. My students will have a say as to what goes on in my classroom, in our classroom (Baumrind, 1971, p 513.I will manage my classroom with effect rules that can be up for change depending if the students do not agree with the rules. â€Å"To function smoothly, classrooms need clearly defined rules and procedures. Students need to know specifically how you want them to behave. Without clearly defined classroom rules and procedures, the inevitable misunderstandings can breed chaos (Evertson & Emmer, 2009, p 515. )† I will have my procedures laid out at the beginning of the year so that the kids will have excuse when they do not follow the rules. I will be integrating William Glassers management plan. He suggested that there be a classroom meeting every once and while. This is just a chance for the students to say yes or no regarding structures of the classroom. I will also manage my classroom by listening to what my students have to say. I want them to know that I do care. I want them to trust me. If there is mutual peace between us, there will be far less conflicts that arise. â€Å"When most of us think of your favorite teacher, we think of someone who cared about whether or not we learned. Showing that you genuinely care about student as individuals apart from their academic work helps gain their cooperation (Pianata, 2006. )† Students feel safe and secure when the teacher shows that he cares. The classroom atmosphere if much more relaxed. It is not up tight and tense. If I teach like this a lot of anxiety and stress will be avoided. Target Group I am getting my teacher degree in secondary education. I will be teaching at the high school level. I would like to, at least some point in my career, teach in the Christian school system. I grew up in it, and I love what their mission is. I also would not mind teaching in a public school. It would be good experience for me and help me grow as a teacher. I would like to teach in traditional public schools and in Christian schools. I would like the experience of both. Public schools would allow me to reach out to those who are really in need and to those who thirst for knowledge and cannot get it anywhere except through free public education. This would be especially true if I were in an inner city situations. I would not mind this at all as I volunteer now helping with inner city children. I have a heart for them and would love to serve as a teacher there someday. I want to offer them knowledge and help them meet their full potential. I also would like to teach at a charter school. I observed a classroom at a charter school and I really liked. It is a good system and is run well and I would like to be a part of it, at least for a time. So, I am happy at any school; I will go where God sends me. The ages that I will be teaching will be ranging from the age of thirteen to nineteen. It is my hope that I will be teaching history. There is a scarcity of history teaching jobs right now, and I hope that will be able to find one. I absolutely love history and I really want to teach it. The other subjects I would be teaching would be biology or just a general science class, and depending on where I teach, bible class. I would also like to teach at a smaller high school, about six-hundred to seven-hundred students. A big high school with two thousand people, I believe, is too impersonal. A smaller high school, like my own, is just the right size and encourages kids to get to know one another. Also, in a big school I could not be as relational to the students as I would want to because there would be so many in all my classes. Environment and Routines If things are not explained clearly, or if things are not put in a well thought out manner; a teacher may run into behavior problems. In order to create good student behavior I plan to take the three-step approach that the Wongs developed. I need to teach my students how to follow procedures, or else I will run into problems. I must first explain the classroom procedure as clearly as I possibly can, and if there are questions I will answer them. Also it is a good idea to distribute my procedures at the beginning of the semester or at the beginning of a certain activity so the students know what is expected. After I explain what is going on I should practice or rehearse the procedure until it becomes routine. â€Å"Behaviors must be taught, modeled, practiced, and retaught (Wong p 175. )† In going over the procedures repeatedly the students then understand what is expected of them. Finally I must reinforce this procedure and I also must reinforce what is the wrong procedure. After going about this my students will know exactly how to act and what is expected of them, and there should be very few behavioral problems. A positive classroom environment involves both the teacher and the student. The students must respect the teacher and his authority. They must listen to what the teacher has to say, and they must be disciplined when they do not. The teacher also must respect the students. He must listen to what the students have to say, and he must not make it a dictatorship where the classroom is harsh and rigid in structure. The kids are only human. â€Å"A positive classroom environment encourages participation and risk-taking because students know they will not be harassed or belittled by the teacher. Students do not have to shrink within themselves to survive the forty-five minutes, ninety minutes, or full day with teacher who yells, throws things, or makes hurtful comments. In a positive classroom environment students can make jokes, engage in their learning, banter with the teacher, and feel comfortable with the tasks given. † (Kendrick) In a classroom a teacher should be encouraging to his students. He should let the students know that he believes in them. Students do not do well in class when their teacher does not believe in them. They stop trying, viewing themselves as failures, and it carries on later into life. I want to have a positive classroom environment. In order to achieve this I am going to teach from an authoritative classroom management style. I will encourage my students to think for themselves, if I think for them no real learning is accomplished. I will engage my students and show that I do care about them. I will listen to what they have to say and if things need to be changed I will. I will allow them freedom within their education and learning in my classroom; but I will still clarify the rules and establish the standards with some student input. I am not there to be their friend, but I do want them to understand that I care about them and to have some say in their education. I care whether or not I learn, and if I am doing something wrong I want them to feel comfortable telling me. To achieve a connection with the students I must be a good oral communicator. I must clearly communicate the information I am presenting. I will use words and ideas that meet the level of understanding of my class. I do not want them getting lost in my rhetoric. They will automatically tune me out if they think I am teaching above them; I have even done this myself without realizing it. Also many teachers speak way too fast and the students cannot keep up, or the teacher talks way too slow and the students are lost to boredom. I must teach at an appropriate pace so that my students learn and remain interested. When I teach, especially in history, I must be precise. I am going to avoid being vague. My students will fail or do below their academic level if I am vague. I also will not just teach the facts; facts are what lose classes when it comes to history. History is so much more than just dates and it is still relevant today, even though they are just a bunch of, â€Å"old dead guys. † Also I will have what I am going to do for class planned out. I do not want to be disorganized, and I am not going to wing it through my teaching. I will have my lesson ready for each class so that I am ready to teach. The students will then have confidence in me as their teacher and I will not lose time to senseless things. (Florez, 1999) Each class period I am going to start with a couple of facts of history that happened on that day. This would just be a fun way to start off the class period. It is always to cool to see what happened in the past. I will begin each class with the objectives for the day so that the students know what we will be covering. I will not always give out note sheets for my lesson, but sometimes I will hand out fill in the blank notes so that they can keep up and still learn. I will have them ready before hand each period. Also I do plan to have some group projects. At the beginning of the year I will number them off as to create groups of four; I believe more than this can be counter-productive. As the year goes on I will let them choose their own groups; this being because I now know the dynamics of my classroom much better, and I can switch people if I know work will not be done. Every week I will allow the students to choose from a list of events in history relating to the period we are covering in class. I will have them explain what happened and how it relates to us today, and what we can learn from it. This project will consist of a one to two page paper and a one to two minute presentation. All history is relevant history and I want my students to understand that. As a history teacher, I would like major historical events to be represented on my walls. I am going to be going to be teaching secondary education. I will not have the cute and cuddly decorations, but I will still have things that will bring the classroom to life. One thing I must have in my classroom no matter what, is a copy of the Declaration of Independence. I will also have the students add to the classroom with their projects and other things they do so that they feel a part of the classroom. I want to have a classroom where the students are excited to be there, in good measure of course, so that it is not so distracting that they do not learn. Twice a week I am going to hold a classroom meeting. This is a meeting to make sure that my students are understanding the material, and that I am teaching to their needs. This is where the students really get to give their input on the class and what is going on. This idea was set forth by William Glasser. It follows my method of teaching, authoritative, and fits how I would like to relate to my students. This would take up to ten or fifteen minutes, but I do not believe it is wasted time. I will start off the meeting to see if anyone has any questions about the subject/time period we are on. I will establish if they are understanding it enough or not. Then I will ask for suggestions on things I can improve upon, and also ask for things that they like. I will then change some things and keeps some things according to how I think the classroom would best fit the current needs of the students. I will make sure to always hand my students test within a week of the test date. I also appreciated it when the teacher had a set time that they would get my test and assignments back to me. I believe it is important for them to see how they did and then gage how they can improve for the next time. At the beginning of the year I will establish things like this with them. They will then know what to expect from the class. I will set up my rules and regulations and procedures so that they will know how to act in my class. Also, every class period at the end I will have them write a few sentences on how what we learned in class effects us today. I want them to understand how the history we are learning relates to their own live and their interactions with others. Motivational Strategies Motivation focuses on mainly two categories, behavioral and cognitive. One of the big pushes in motivation is rewards or incentives. These are positive or negative stimuli that drive the student to succeed. This can be allowing the student to do something special, such as playing computer games or going on a field trip. The other big approach is internal motivation. The student’s thoughts are what guide their motivation. Motivation is what pushes students forward towards their objective. The cognitive perspective encourages giving students should be given more chances to do things of their own desire and to give them more responsibility. They are then taking their education into their own hands. They will have much more incentive to do well and strive for perfection; they are of course still monitored and rules still do apply. This strategy focuses on â€Å"goal setting, planning, and monitoring progress toward a goal (Shunk, 2008, p 462. † If a student has a goal before them they will want to achieve it. This strategy has the student look at how their actions determine the outcome of their school work. They take responsibility and gain more incentive to do well. There are another two main types of motivation associated with behavioral and cognitive motivation : internal and external motivation. Internal motivation is formed by our own wants, needs, and what we like to do. â€Å" It is determined by your personal values and goals. The drive to do something because it is interesting, challenging, and absorbing is essential for high levels of creativity. Enjoyment based internal motivation is the strongest and most pervasive driver as is a belief that it is a good or right thing to do. Often it is something we pursue even without a tangible result. † (Weisner) External motivation is the second kind of motivation. External motivation focuses much more on rewards than on one’s likes or goals. â€Å"Your motivation to attain your goal comes from a source outside yourself. It reflects the desire to do something because of external rewards such as awards, money, and praise. † (Weisner) This motivation tool is much less satisfactory than internal. In my classroom I will use this motivation, but I will try to use internal motivation when I can. If a student is doing something because he is motivated by rewards it is not near as gratifying if done for self interest. I will use both in my classroom as, unfortunately; sometimes rewards and external motivators are the only ones to get them to do their work. Some kids need incentives to be motivated to achieve their best, or to even try. They add interest or excitement to a classroom and in turn motivate them to do well. This is especially true of those who seem to not even care about the class (Emmer & Evertson, 2009, p 460. ) If I see that there is somewhat of a lack of interest in what I am teaching I could implement a game. The more they know the better they will be at the game. Most people are competitive by nature, especially those who do not care it seems. So , a game in my class would motivate them to pay attention and learn the material. We could play history hot potato. A ball would be thrown around as history questions would be asked, if they took too long the student would have to sit down. The winner would then get maybe some extra credit points, or if I feel generous maybe some candy. In reaching the kids who do not care, I believe this is the best method. If they get something for learning they will start paying attention. This is not the most desirable, but this is sometimes the route that must be taken. (Skinner, p 236) There are also those who are just plain hard to reach; most of the time this stems from no confidence in themselves. I will most often use the cognitive approach when it comes to this. I will encourage them to set goals. I will encourage them and I will make sure they understand that they as a student can effectively control their environment. (Shunk) I will constantly encourage them and remind them that they are smart and that they can do it. I will also use Skinner’s operant conditioning in this situation. I will use positive reinforcement. I will reinforce their work with a smile, or a â€Å"good job†. Students feed off the praise of their teachers; we as humans naturally want to please others. Problem Behaviors The behaviors of students are not always conducive to the classroom and can cause disruptions. I will implement some rules so that they know exactly what is expected and I will have less problems. One rule that I think should be followed in my classroom is that the kids must be in their desks when the bell rings. This is a really good rule, because so much time can be lost on a class period just by making people sit down at the beginning. Another rule I would have for my classroom would be my students would have to bring all their books and materials to class. This rule is good as it is a distraction to people when someone leaves the room. A third rule I would have in my room would be ‘hands to yourself. ’ This rule prevents not only distraction between a couple people, but it also helps prevent distraction for others in the class. Another big rule I will have is no swearing, cursing, profanity, coarse jokes, or vulgar of any kind will be allowed in my classroom. They are not called for and should not be used, let alone in my classroom. A fifth and final rule I would implement would be that my kids would have to raise their hands to answer a question. If the kids just blurt out answers it will be chaos and I will not be able hear what people are trying to say. These five rules will help run my class smoothly. Rules however are not a safety net against behavioral problems. When dealing with behavioral problems I am not going to send my student to the principal’s office right away. The most desirable action when dealing with behavior problems is to work it out with the student first; after trying hard to work it out if the student still refuses to listen then more drastic measures must be taken. I would at first use minor interventions. (Evertson and Emmer, 2009, p 528. ) Nonverbal communication can be very useful when dealing with disruptions. One thing I could do is when a student is acting up is take make eye contact with them. I could give them the look, and convey with my eyes that what they are doing is not appropriate or I could make signs such as shaking my head, hand signal, or put my finger to my lips. This simple action lets the student know that they must get back on task. Another thing I could do is to keep the activity going. When there is not time in between things a student no longer has time to be disruptive. This way one does not even have to address the behavior issue; it is eliminated by procedure. Placement can even change the behavior. I can move the spot where I am teaching from. If a student is acting up I can move over by them and usually they will quite down and get back to work. Sometimes the student just needs to be reminded what they are supposed to be doing, I could address the class reminding them what they are supposed to be doing; in doing so the distracted student gets back on task. Also, a student may just need to be told no. I would need to keep eye contact and keep my voice down. I would address them with assertiveness and tell them that their actions are not accepted. I could also give the student a choice. He can either behave or accept the consequences. This makes him think and he will most likely choose to be good as to avoid a negative consequence. These strategies most often work as the student just gets off task and needs a little nudge in the right direction. The strategies above stem from positive and negative reinforcement and correlate with Skinner’s operant conditioning. The student, however, will not always respond to these strategies and more drastic measures. The students will not always cooperate and sometimes more moderate action must take place. Some students will abuse privileges, be disruptive, or interfere with my work with individual students. There are always the students who completely abuse the privileges they have been given, when this happen the teacher can take it away. This takes away an activity that the students use to enjoy and the next time they will think about their actions twice. They will not want to lose their freedom again. Also if a student acts up I could remove the student from positive reinforcement. If the student is removed from his element the gratification of his actions is taken away. I could take the student into the hall and talk to him one on one. This is never a pleasant experience and should stop the student from repeating the action; no one likes to hear, â€Å"can I see you in the hallway please. † Also I could impose a penalty such as extra homework; this needs to be done with care so as to not stem more annoyance with the class. (Evertson, Emmet, Worsham, 2009, p 528. ) Also I could have my student attend detention for their inappropriate behavior. This enforces that their actions will not be tolerated. â€Å"The teacher is given command over the student, who is expected to be respectful, submissive, and willingly obedient. When the pupil does not readily conform to the request made on him, discipline becomes necessary. By this is meant the use of coercive measures to bring about the desired behavior. †(Phenix p 41) If these actions still do not work a trip to the principal’s office or a phone call may be in order. Assessment Assessment is a big part of education, and helps a teacher gage how their students are doing. There are two main types of assessment in education, informal and formal. â€Å" ‘Informal’ is used here to indicate techniques that can easily be incorporated into classroom routines and learning activities. Informal assessment techniques can be used at anytime without interfering with instructional time. Their results are indicative of the student’s performance on the skill or subject of interest. Unlike standardized tests, they are not intended to provide a comparison to a broader group beyond the students in the local project (Navarete. )† I will use a variety of informal assessment to tools to gage how my students are doing. One tool I will be using is regular homework. This will tell me if they can grasp the subject enough that when asked to dive into the book and the content that they can give back to me a fair understanding of what is presented. Another tool I could use would be journaling. I would have my students journal about something they find interesting in what we are studying and then check how good their understanding of it is. When my class plays a game I can also check to see how well they know the material; if they are struggling for the answers something must done. Also general observation of my students is informal assessment. I would look for participation and understanding in class, and also as I would walk around I would observe their work. (Navarete. ) â€Å"Formative assessment is utilized to immediately determine whether students have learned what the instructor intended. This type of assessment is intended to help instructors identify material which needs to be clarified or re-taught and should not be used to evaluate or grade students. Results of formative assessment can assist instructors to ascertain whether curriculum or learning activities need to be modified during a class session or before the next class meets (Formative. )† I would quizzes mainly to judge this assessment. This is a quick way of assessing how much they know. It gages their current progress, not their progress as a whole. Other things would be reading quizzes to see if they get the material I have asked them to go over. It could also be something like a minute write where I have them write down something that tells me they understood what I thought during class that day. These tools give me a fast analysis or where they are at. Another assessment like this is the summative assessment. This assessment documents the students performance. This assessment uses a lot of standardized tests and things related to that format. This allows the tester to understand where the students are at as a whole. In the classroom I would use this when administering unit end tests. I can see how they have progressed and I can assess what to do better for the next unit. A Measure I would measure my students how they are doing on my tests and assignments, if they are failing I am doing something wrong. This, however, is not the only way that I would measure if my management plan was working. I would, as stated above, have classroom meetings. This would give me an opportunity to discuss with my students how the class is going. This would be my chance to get input on them on what I am doing right and what needs to be changed. I would hope that they would be mostly satisfied with the way things are going, but if they are not I will change my plan so they can learn better. This of course goes back to William Glasser and it also goes back to the authoritative management style. Glasser is very keen on having students involved in the classroom and the teaching process. I very much agree with him. The opinion of my students is very important to me. The authoritative plan also focuses in on the student’s role. They need to have a hand in their education. If their voice is not heard, the students will just continue to fail and the teacher will not know why. So, if my plan is working well my students will do well on their tests, quizzes, and assignments and they will have positive things to say at our classroom meetings. Our relationship will be a cordial one and not one of animosity. Completed Rubric 1. I believe that I have a very compelling argument for my planned proposal. It fits to the rest of my paper and sets a precedent for how I will go about running my classroom. I have many cited supports and they were all knowledgeable on the subjects I discussed. 2. I described all five of the target groups at a satisfactory level. I let the reader know exactly what my future looks like for teaching. The reader can look at any one of the components and know what I want to achieve in my vocation. 3. I believe that I very effectively communicated my rules policies and management ideas in such a way that is very understandable to students and teachers. This letter home is in a very nice format with great colors, and it is pleasing to the eye. It is attractive and professional.

The American Dream The Definition Of The American Dream

As a general definition of The American Dream that is inclusive of all Americans, I would define it as the ability to both achieve and obtain life, liberty, and the pursuit of happiness. To discover what The American Dream means to myself, and any individual, is to discover what it is that makes it all worth it. Why do families leave their homes behind with barely enough money to feed a family for a week just to discover a dream in America? What could possibly be worth generations of poverty and hardship? This answer may be different for everyone, but when these answers are boiled down I imagine that they would all be answers that are rooted in some sense of either life, liberty, or the pursuit of happiness. With that being said, â€Å"The†¦show more content†¦My mother moved to Philadelphia at the age of fifteen with her older brother who was in his early twenties at the time. This was the start of my mother’s own personal American Dream. Buffalo was not enough for her in terms of resources and social connections. At an age where one can not legally obtain a Driver’s Permit, my mother sought out to change the course of life that could have headed down a dark path. Growing up I had three older siblings and we were all raised by our single mother. Being so young, I rarely noticed that our family faced things that my other friends did not have to go through. Sometimes the lights would turn off for a couples days, there were periods when the television would shut off for a month, and leftovers were eaten more frequently than food was bought. From then till now, my mother went from earning an income that was just barely above the poverty line to owning a successful business with almost two hundred employers. After two generations of discovery and success through living the American Dream it is now my turn to discovery my own American Dream as the product of two hardworking and dedicated Hispanic women. I started my American Dream with the most advantages that anyone in my family has ever had. I grew up being the only one in my neighborhood that attended a private school, even my siblings went to public school. I am the only one in my family that has beenShow MoreRelatedAmerican Dream Definition Essay1630 Words   |  7 PagesThe words â€Å"American Dream† elicit many different thoughts in people. Rarely will you find a group who will agree on the true definition of the American Dream. It is subjective and therefore hard to solidify in a unified definition. Most people believe the concept of the American Dream was originally, coined during the Great Depression when James Truslow Adams stated the American Dream â€Å"is that dream of a land in which life should be better and richer and fuller for everyone, with opportunity forRead MorePersuasive Essay : The Definition Of The American Dream980 Words   |  4 PagesAmerica the beautiful! The land of the free and of equal opportunity. The home of the American dream. This expression to most people has a peculiar meaning. Most people would define the American Dream as the upbringing of success, the ability to control destiny, and to enjoy freedom due to the American social, economic, and political system. According to the Oxford English Dictionary Online, the American Dream means the ideal that every US citizen should have an equal opportunity to achieve successRead MoreThe American Dream996 Words   |  4 PagesMy definition of American Dream If we ask most Americans what is the American Dream? the common answers are to become successful, rich, owning houses, cars and etc. In other countries, many people see America as a land of opportunities for a better life and that is the reason why they come here. Every individual who come to America have their goals or dreams that they want to fulfill in life that they can not fulfill in their own country. In another word, their American dream are to have betterRead MoreWhat Is The American Dream?1407 Words   |  6 Pages What is the American Dream? If you ask anyone they will provide you with all types of answers, from making a successful life for one to wishing and hoping that America changes and grows as a whole. Personally I believe that the American Dream is the idea that was put in my head as a small child by parents and the other adults around. For me, this was the motion that in the beginning it’s as simple as going to school and make A’s so that I can be ac cepted into a good college, and then you must workRead MoreAmerican Dreams : The American Dream1663 Words   |  7 PagesThe American Dream The American Dream is indefinable. There is no one set of words or characteristics that the entire population assigns directly to its definition. With the American population consisting of people of various races, ethnicities, ages, classes, and genders, it seems trivial to even attempt to attribute a single definition to the concept of the American Dream. It is this inability however, to be confined within one single meaning, that allows for the American Dream to govern theRead MoreThe American Dream: Equality and Opportunity for EVERY American901 Words   |  4 Pagesconsumerist ideal. In the nation’s youth, the American Dream was a promise to the people which has failed to impart its values to future generations. This promise traces back to the foundation that â€Å"all men are created equal† and Dictionary.com’s first definition defines the American Dream as â€Å"the ideals of freedom, equality, and opportunity traditionally held to be available to every American.† This is closest to the originally intended meaning of the American Dream which perhaps only a minority of the populationRead MoreThe American Dream Essay1480 Words   |  6 PagesThe American Dream is a concept that has circulated around the world and has caused people from other countries, and those who live in America, to come to our nation and take advantage of the opportunities in place to better their lives. The definition of the American Dream, provided by James Truslow Adams in his book The Epic of America (1931), is â€Å"a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement†¦It is not a dreamRead MoreThe American Dream As Defined By F. Scott Fitzgerald960 Words   |  4 Pages Sweet Dreams (An Analysis of the American Dream as Defined by F. Scott Fitzgerald in Winter Dreams) In Winter Dreams by F. Scott Fitzgerald, the author describes through a love story the idea of the American Dream. When young Dexter falls in love with Judy Jones, she quickly becomes his dream. However, it will become apparent that Dexter is not Judy’s dream. Although their dreams are very different, this somehow embodies the very idea of the American Dream as a concept that cannot be specificallyRead MoreAmerican Dream in Let America Be America Again, What is an American, and Dr. King’s I Have a Dream Speech547 Words   |  3 Pages  Ã‚  Ã‚  Ã‚  Ã‚  What is the American Dream? We all have dreams of different kinds. To some people, the American Dream is having all that is available in this life to meet your needs, wants, and desires. To others, it means having a great job, a wonderful family, and a secure future. And maybe to others the American Dream simply means having the opportunity to prove yourself. No matter what your definition of the American Dream is, we all try hard to achieve this one common goal.   Ã‚  Ã‚  Ã‚  Ã‚  In Crevecouer’s, â€Å"WhatRead MoreThe American Dream Through Success And Social Mobility1405 Words   |  6 PagesWhen most people think of the American Dream they often visualize the typical white fence, the two children, and an overall perfect family. When people think of the American Dream they think of the dream jobs which consist of being a doctor, lawyer, or a widely known talk show host. The people who have the voice determine what is ideal in society and what isn’t. They try to sell you this pitch that the American Dream is obtainable and what you put in to the system, you get out; This is also know